I Tell Because I Know, I Know Because I Tell: Storied Power in Second Language Teaching
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.
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Document Type: Research Article
Affiliations: University of Maryland, College Park
Publication date: 2002-01-01
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