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The study examines language in education and argues that altering the medium of instruction is not merely a pedagogical choice. It explores how culture-language connections help explain why Hong Kong Chinese learners are stereotyped as passive, and shows how narrative inquiry supports teachers as reflective thinkers and pedagogical strategists in teacher education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/narrative-inquiry-a-dynamic-relationship-between-culture-language-and-education/593742/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/narrative-inquiry-a-dynamic-relationship-between-culture-language-and-education/593742.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article argue about human development, culture, and language?","Question",{"text":112,"@type":113},"It frames human development as a cultural process and language as a cultural tool linked to cognitive changes. The connection between culture and language is treated as fundamental for understanding learning in education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the author discuss Hong Kong’s medium of instruction policies?",{"text":117,"@type":113},"The discussion links unequal language status and EMI/MOI policy to educational paradoxes and challenges. It also explains how language positioning can shape students’ learning orientations.",{"name":119,"@type":110,"acceptedAnswer":120},"How does narrative inquiry function in teacher education according to the article?",{"text":121,"@type":113},"Narrative inquiry is described as an approach to studying experience through people’s stories. The author uses narrative methods to help teachers and learners reflect, question, and learn from their experiences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593742,1792189480,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 6 | Article 2 |\n| --- | --- |\n\n2017  \nNarrative Inquiry: A Dynamic Relationship between Culture, Language and Education  \nEsther Yim Mei Chan  \nThe Education University of HongKong, echan@eduhk.hk  \nRecommended Citation  \nChan, E. Y. (2017). Narrative Inquiry: A Dynamic Relationship between Culture, Language and Education. Australian Journal of Teacher Education, 42 (6).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol42/iss6/2](http://ro.ecu.edu.au/ajte/vol42/iss6/2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss6/2](http://ro.ecu.edu.au/ajte/vol42/iss6/2)  \nAustralian Journal of Teacher Education  \nNarrative Inquiry: A Dynamic Relationship between Culture, Language and Education  \nEsther Yim Mei Chan  \nThe Education University of Hong Kong  \nAbstract: Human development is a cultural process, and language  \nserves as a cultural tool is closely related to virtually all the cognitive  \nchanges. The author addresses issues of language in education, and  \nsuggests that changing the medium of instruction should not be  \nunderstood as purely a pedagogical decision. The connection between  \nculture and language is examined for understanding why HongKong  \nChinese learners are stereotyped as passive learners. Through  \nexploring personal experience with a student teacher, the author  \nexemplifies how narrative inquiry is found to be a pragmatic  \napproach to support teachers to become reflective thinkers. This study  \nargues that narrative methods can serve as pedagogical strategies in  \nteacher education since narrative can help both teachers and learners  \nreflect on, question, and learn from their storied experiences.  \nIntroduction  \nLanguage in education systems has long been recognised as a crucial instrument for fostering learning but also as a critical factor of power relations in societies (Bray & Koo, 2004; Chan, 2002; Poon, 2004). Having been a British colony for over 150 years until 1997, Hong Kong Chinese students have become bicultural individuals who are characterised by the intermingling of Eastern and Western cultures, and their proficiency in English is highly regarded as a means for maximising their future success and career prospects. According to a survey conducted by the Union of International Associations, 85% of the top 500 international organisations in the world use English as their official language (Crystal, 1997) . To enhance global competitiveness, English is taught as the primary language and is highly valued by many sectors in Hong Kong society.  \nResearch has indicated that both students and parents show high concern for English as a subject in the school curriculum (Hu, 2007; Lee & Tseng, 2013) . There have been keen debateson whether to use English or Chinese as the medium of instruction (MOI) in classrooms and schools, from the pre-primary to the tertiary education levels. Despite the Hong Kong Special Administrative Region (HKSAR) government’s support of mother-tongue education, the popularity of using English as the medium of instruction (EMI) in schools has continued. However, teaching and learning in English entails a price. It is not difficult to understand the challenges that students as well as teachers face when one language is used in school and a completely different language is used in all other contexts.  \nHong Kong students are generally regarded as passive learners and to lack critical thinking and self-reflection in learning (Chan, 2012; Chiu & Chan, 2009) . Researchers have  \nVol 42, 6, June 2017 22  \nAustralian Journal of Teacher Education  \nasserted that an examination-driven curriculum contributes to rote learning and resistance to creative activity (Ho, 1994; Sweeting, 1990) . Although pedagogical innovations have been introduced in Hong Kong, teachers are still blamed for having a lack of creativity that hinders change and innovations. I argue that if the language policy w","cbCaijrfJdhzJS4S","https://ap.wps.com/l/cbCaijrfJdhzJS4S","pdf",494188,14,"English","# Introduction\n## Language, culture, and power in education\n## English vs Chinese medium of instruction in Hong Kong\n## Stereotypes of passive learning and curriculum effects\n## Narrative inquiry as a reflective pedagogical approach","[{\"question\":\"What does the article argue about human development, culture, and language?\",\"answer\":\"It frames human development as a cultural process and language as a cultural tool linked to cognitive changes. The connection between culture and language is treated as fundamental for understanding learning in education.\"},{\"question\":\"Why does the author discuss Hong Kong’s medium of instruction policies?\",\"answer\":\"The discussion links unequal language status and EMI/MOI policy to educational paradoxes and challenges. It also explains how language positioning can shape students’ learning orientations.\"},{\"question\":\"How does narrative inquiry function in teacher education according to the article?\",\"answer\":\"Narrative inquiry is described as an approach to studying experience through people’s stories. The author uses narrative methods to help teachers and learners reflect, question, and learn from their experiences.\"}]","Narrative Inquiry: A Dynamic Relationship between Culture, Language and Education | PDF",1792077830,35]