Day 8
Reading: Vàsquez, C. (2011). TESOL, Teacher Identity and the Need for “Small Story” Research. TESOL Quarterly, 45:3, pp. 535 – 545.
Day 9
Reading: Bamberg, M. and Georgakopoulou, A. Small stories as a new perspective in narrative and identity analysis. Text and Talk, 28:3, pp. 377 – 396.
Day 10
Reading: Johnston, B. (2010) Locating language in identity. In C. Llamas and D. Watt (eds.) Language and Identities. Edinburgh University Press: Edinburgh, pp. 29 – 36.
I’m really liking this edited edition – the articles help to pinpoint different methodological and theoretical perspectives with regards to research into identity and language and into language and identity. Except this chapter which focuses on how language has come to be associated with identities where she focuses on 4 key concepts: indexicality, reflexivity, metapragmatics and enregisterment. I’m not sure I understood what her meaning of indexicality is as opposed to other authors in the book that, I guess, present this concept more clearly (i.e. simpler terms).
Day 11
Reading: Norton, B. and Early, M. (2011) Researcher identity, narrative inquiry and language teaching research. TESOL Quarterly. 45:3, pp. 415 – 437.
This article really gets into the heart of research positionality and reflexively examines their own identities as researchers. Their central question “To what extent can narrative inquiry illuminate the ways in which researcher identity is negotiated in language teaching research?” echoes my own journey in my PhD. They draw upon Clandinin Connelly’s (1990) view of narrative inquiry alongside Bamberg (2004, 2006) and Georgakopoulou (2006) concept of small stories which became the focus of their data collection. When reading this article I find a lot of my understanding of narrative research surfaces with an “ah ha!” kind of moment (i.e. this makes sense and things are going “click” in my head).
Day 12
Reading: Bamberg, M. (2004) Talk, Small stories and Adolescent Identities. Human Development. 254, pg. 1 – 4.
From the previous reading I looked up the article which is a reply to a criticism given of his concept of “small stories” in narrative research. What he reiterates is that small stories should be used alongside formalised narratives to provide a better overall picture of the multifaceted identities of research participants. Small stories are generated through multiple meetings told in different times and locations with the participants. I don’t have that luxury of meeting my participants face to face. So, methodologically, it makes me wonder if this is possible in my research via the email exchanges and the chit-chat before and after interviews. I hadn’t really paid too much attention to those moments as I was looking for THE story.
Day 13
Reading: Bell, J. (2011) Reporting and Publishing Narrative Inquiry in TESOL: Challenges and Rewards. TESOL Quarterly. 45:3, pg. 575 – 584.
Day 14
Reading: Talmy, S., and Richards, T. (2011). Theorising Qualitative Research Interviews in Applied Linguistics. Applied Linguistics. 32:1, pg. 1-5.
End of week reflections: Been a long week and a bit of a struggle to write down some reflections on the readings that I did. I still read them but when it came to writing some coherent notes my mind went blank. My own notes, at a glance, are a piecemeal set of cryptic notes that only make sense to me. Although looking at the selection I find that a lot of my reading this week has centred around narrative methodology. Its been interesting how some of the articles are interrelated thematically and I’m beginning to put the pieces together.
