Nami Sakamoto – författare

This book examines the process of identity (re)construction for assistant language teachers (ALTs) in foreign language classrooms in Japan, using Narrative Inquiry as a tool to provide a multifaceted perspective on their personal and professional growth. To develop a thorough understanding of the classroom, the author proposes three different types of awareness from the perspective of sociocultural theory. Each type of awareness is a unique lens through which to see the teachers’ world of language teaching within the classroom. Finally, the book discusses teacher development, teaching theory, and identity based on analysis of the narrative data. The book offers useful pedagogical insights that may have implications for teacher development and principles of language team teaching for teachers, teacher trainers, ALTs, boards of education, and university students of English and language education, including English as a Foreign Language (EFL).

This book examines the process of identity (re)construction for assistant language teachers (ALTs) in foreign language classrooms in Japan, using Narrative Inquiry as a tool to provide a multifaceted perspective on their personal and professional growth. To develop a thorough understanding of the classroom, the author proposes three different types of awareness from the perspective of sociocultural theory. Each type of awareness is a unique lens through which to see the teachers’ world of language teaching within the classroom. Finally, the book discusses teacher development, teaching theory, and identity based on analysis of the narrative data. The book offers useful pedagogical insights that may have implications for teacher development and principles of language team teaching for teachers, teacher trainers, ALTs, boards of education, and university students of English and language education, including English as a Foreign Language (EFL).

This edited volume presents a collection of diverse narrative inquiries into the lived experiences of individuals engaged in English language teaching and learning. By foregrounding personal stories, the book sheds light on how educators and learners construct meaning, navigate challenges, and develop identities within the context of language education. Organised into three thematic sections—(1) narrative inquiry of language teachers, (2) narrative inquiry of language learners, and (3) self-authored narratives by language teachers—the volume showcases a range of narrative forms, from research-based analyses to introspective personal accounts. This multiplicity of perspectives offers readers a comprehensive understanding of the human dimensions of language education. Set against the backdrop of English language education in Japan, the book provides valuable insights into the cultural and institutional contexts that shape teaching and learning experiences. It serves as a resource for scholars, educators, and students interested in narrative inquiry, language teacher development, and sociocultural aspects of language learning. By bringing together these varied narratives, the volume invites readers to reflect on the complexities of language education and the transformative power of storytelling in understanding educational practices.