Embroidering Growth: A Narrative Inquiry into an EFL Teacher’s Development through Linguistic Landscapes
Abstract
This study explores the Linguistic Landscapes (LL)-oriented professional development of an English as a Foreign Language (EFL) teacher through narrative inquiry. Focusing on her LL-centered growth in an educational setting, it captures her personal narratives to understand the impact of LL activities on her professional development. Utilizing interview, narrative frames, an open-ended survey, and an online presentation, the research tracks her journey from learning about LL to integrating it into teaching, conducting research, and writing a thesis. The findings are presented in a narrative through the metaphor of crafting a tapestry, symbolizing the participant’s professional journey. In-depth analysis reveals that the EFL teacher skillfully wove together the LL-centered classroom practices and research insights, creating an intricate tapestry of her professional development and showcasing her unwavering commitment to growth and the transformative impact of LL on her teaching journey. The study offers implications for language teachers’ development and future research recommendations.
Keywords
Linguistic landscapes, English as a foreign language, Teacher education, Professional developmentReferences
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