Jane has drafted out the
following response in December 2004 for submission to the English Language
Gazette in response to an invitation to submit her ideas for publication.
Jane Spiro
English language teaching has always been a magpie,
collecting from every field and philosophy which enriches its own field. Ahead of our time, we were aware of the
role of reflective cycles, counselling theories, management theories,
socio-cultural theories, and their impact on language teaching. However, it may be that Applied
Linguistics this time hasnÕt noticed an exciting new trend in Schools of
Education: a refreshingly qualitative approach to teacher research in which
teacherÕs self-knowledge and personal narrative is at the centre. It is time personal-narrative based
research not only came out of the closet, but also moved boldly into the ELT
mainstream.
In what ways is personal narrative useful to us as language
teachers? and how is it different from what has gone before? When Joachim AppelÕs Diary of a
Language Teacher was published in 1995, it
was understood to be a text that had great insights for the teacher. It was one of the first of its kind to
record the real day-to-day trials and crises of the language teacher, and then
to drop these personal events into a larger framework. It was a delight for new and
experienced teachers alike, to empathise with his frustrations and then to have
the opportunity to draw back and analyse them.
This may have – should have – opened the
floodgates for other language teachers to do the same. But in fact, while Schools of Education
forged forward in encouraging state school teachers to tell their stories, the
EFL community saw this kind of book as just a pleasant little blip. I invite the reader to explore websites
such as http://www.actionresearch.net
- a cornucopia of personal narratives from Bath School of Education: or to explore
some of the titles below in which teachers tell their story and, like Appel,
deconstruct what these mean to their profession as a whole.
So why are EFL teachers not involved in this
development? Surely our stories
will have a unique richness and variety, since all of us are travellers either
geographically or spiritually by virtue of the students we teach? Perhaps EFL
teachers have not told their story in this richly receptive climate because we
are still trying to establish our profession as a carefully-honed science and
are a little afraid of what appears Ôwishy-washyÕ or Ôtouchy-feelyÕ – for
all our flirtation with humanistic philosophies. Perhaps we are so focused on
empowering our students and hearing their voices, that we are afraid to place
ourselves into the arena as well.
What is good enough for our students is perhaps too good for us. After all, what if personal narrative
simply turns into an insufferable outpouring of subjective drivel?
Those increasing number who
believe personal story is legitimate research, have an answer to this. Bullough and Pinnegar (2001) offer 14
guidelines for the action researcher engaged in self-study. These are practical
guidelines which are underpinned by the notion of research as a universalised
story.
many
personal troubles cannot be solved merely as troubles, but
must
be understood in terms of public issues and in terms of the
problems
of history-making.
(Wright
Mills C. in Bullough and Pinnegar 2001:14)
After all, being a good action
researcher is about telling a good story. An
effective personal narrative will deconstruct Ôpersonal troublesÕ as public
ones; it will politicise
observations to show the interaction between teachers and systems, contexts,
cultures. What is remembered, selected, and why? What patterns and connections emerge and what do these teach
us? It is different from other kinds of research, because we are emotionally
engaged and yet fully informed. We
are story-makers.
The English language teaching
profession should be at the forefront of this development. We have an excellent
record of political awareness and eclecticism, but where are our real,
chalkface stories to illustrate this?
Are Applied Linguistics departments and ELT teacher development and
teacher training programmes allowing teachers to explore their stories? Are their stories being seen as a
resource for legitimate study and research? I think not. What a huge lost opportunity.
Appel, Joachim (1995) The
Diary of a Language Teacher Heinemann
Bullough R.V. and Pinnegar S.
2001 Guidelines for Quality in
Autobiographical Forms of Self-Study in Educational
Researcher Vol. 30 (3) pp. 13 – 22
Goodson, I.F. (ed.) (1992) Studying
TeachersÕ Lives London, Routledge
Huberman, M. (1993) The Lives
of Teachers, New York:
Teachers College Press/Cassell
Johnston, Bill (2003) Values
in English Language Teaching, Lawrence Erlbaum Associates, Mahwah,
New Jersey
Munro, Petra (1998) Subject to Fiction; women teachersÕ
life history narratives and the cultural politics of resistance
Open University Press, Buckingham
Witherell, C. and Noddings. N.
(1991) Stories lives tell:
narrative and dialogue in education, New York: Teachers College Press
If you are interested to help
develop a resource of ELT teachersÕ stories, please contact Jane Spiro on jspiro@brookes.ac.uk.