Remedying Challenges of an ESL Child's Language and Inclusion: A Narrative Ethnography

• In Event: AERA Roundtable Session Sunday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Pedagogy and Innovative Practices (Table 1)

Abstract

This narrative ethnography explores the lived experiences of an ESL child's language and inclusion. It employs the three-dimensional narrative inquiry space (3-D SNI) and interpretivism frameworks to dismantle her lived and told stories. Data were collected through in-depth field notes, informal conversations, and follow-up interviews. Interpreting these narratives dismantles misunderstandings and bridges her experiences. Findings reveal her transition from facing language barriers and exclusion through bullying to language improvement and inclusion. They show that her language improved, highlighting language as both a barrier and a source of growth, with experiences of bullying, exclusion, and moments of inclusion. Culturally responsive practices and an interpretivist lens are essential for fostering inclusive educational environments.

Authors

• Nesma Ragab Nasr, Northern Arizona University

• Vicki Ross, Northern Arizona University

• Louise Lockard, Northern Arizona University

• Elaine Chan, University of Nebraska - Lincoln

• Chih-Hsiung Tu, Northern Arizona University

• Laura Esthela Sujo-Montes, Northern Arizona University