I Tell Because I Know, I Know Because I Tell: Storied Power in Second Language Teaching

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Abstract:

In this article, describes the experience of four ESOL teachers living in their first year of teaching and explores the ways in which telling their stories contributes to the generation of their knowledge. The first section of the article describes relevant research and theory. In the second, I share what the four teachers taught me about the relationship between storytelling, knowledge construction, and pedagogy. Finally, I describe what I learned through this study about narrative in educational research. I contend that power is central in storytelling. Educators cannot understand and position narrative in language teacher education unless we examine it through the lens of power.1

Document Type: Research Article

DOI: http://dx.doi.org/10.7459/ept/24.2.02

Affiliations: University of Maryland, College Park

Publication date: January 1, 2002

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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