Matching Pairs Chan's (2009) narrative researchOnline version Chan's (2009) narrative study by diana arias 1 Narrative researchers describe in detail the setting or context in which the individual is having his/her experiences. 2 Individual experiences is the process where the narrative researchers focus on the experiences of one or two individuals. 3 Restorying is the process in which the researcher gathers stories, analyzes them for key elements of the story, and then rewrites the story to place it in a chronological sequence. 4 Collaboration in narrative research means that the inquirer actively involves the participant in the inquiry as it unfolds. 5 Narrative researchers may code the data of the stories into themes or categories. 6 Chronology of the experiences in narrative designs means that the researcher analyzes and writes about an individual life using a time sequence or chronology of events 7 Narrative research emphasis on collecting the stories told to them by individuals or gathered from a wide variety of field texts. The analysis of Ai Mei's experiences began during the fall of 2001 when she was in seventh grade and continued until June 2003 when she graduated from eight grade. The researcher shared her interpretations with Ai Mei in an ongoing process to better understand the stories she told. Ai Mei’s stories were set in the context of Bay Street School, located in an urban Toronto neighborhood. Where the student population reflects a ethnic and linguistic diversity. The researcher focus on the experiences of one Chinese immigrant student, Ai Mei Zhang. The researcher examined curricular activities designed for Ai Mei's performance. One day, as we were walking back to her homeroom classroom after art class, Ai Mei has told me about an incident when she felt embarrassed when she attempted to order drinks at a shopping mall and the vendor could not understand her because “[her] English accent was so bad!” Ai Mei may have been attempting to distance herself from those she perceived as non English-speaking when she said she “tried to hide [her] identity.” * Ai Mei perceived her affiliation to her family’s home language as an obstacle to interact with English speakers. * The pressure to maintain maternal language proficiency contributed in her sense of identity and affiliation in the school, home and community. * Her parents values expected from her a certain behaviour, conflicting with her peer values. * Teacher expectations were conflicting her with her parent expectations .
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