Cultural narratives in TESOL classrooms: a collaborative reflective team analysis

Abstract

Due to increasing globalization and immigration, there has been an increase in the culturally and linguistically diverse student population in the public school system. Educating teacher candidates to become culturally aware, sensitive and competent in order to meet the needs of this diverse population has been a concern of teacher education programs. The purpose of this study was to explore the potential usefulness of cultural narratives in teacher education classrooms and determine how they could be used as an instructional strategy to positively influence the pre- and in-service teachers’ growing knowledge and application of teaching culturally and linguistically diverse students with the views of the three TESOL (Teaching English to Speakers of Other Languages) teacher educators. Using the collaborative narrative inquiry, three TESOL educators, who are from linguistically, racially and culturally different backgrounds, academic settings and locations, analyzed the personal cultural narratives of one TESOL educator. We believe that cultural narratives have great potential as an instructional strategy in educating teacher candidates on issues related to language, culture, identity and diversity.