Narrative Inquiry with Analysis: Emic Reflections of the Learning Experiences of a Foreign EFL Prison Educator in Taiwan with Etic Analysis Based on Community of Practice Theory

By Paul S. Berg and Richard McFarlane.

Published by The International Journal of Literacies

Format Price
Article: Print $US10.00
Published online: November 1, 2016 $US5.00

This narrative inquiry uses two perspectives, emic and etic, to narrate and analyze the experience of a non-Chinese-speaking, foreign EFL teacher at a prison in Taiwan. The emic (inside) perspective is provided by the prison educator, while the etic (outside) perspective analyzes the prison education events according to Wenger’s learning theory of communities of practice. The data set used included the prison educator’s notes, observations, and recollections; the prison education director’s feedback; and student interviews. Emic narratives are presented in first-person accounts with etic analysis following each narrative section. Conclusions point to a need for educators to consider understanding learning in a more comprehensive manner that incorporates identity formation.

Keywords: Narrative Inquiry, EFL Teaching, Social Language Learning, Prison Education

The International Journal of Literacies, Volume 23, Issue 4, December 2016, pp.17-27. Article: Print (Spiral Bound). Published online: November 1, 2016 (Article: Electronic (PDF File; 373.094KB)).

Paul S. Berg

Assistant Professor, Department of International Business, Ling Tung University, Taichung, Taiwan

Richard McFarlane

Professor Emeritus, Ling Tung University, Taichung, Taiwan