Abstract The vast growth of English-medium education (EME) worldwide has drawn substantial scholarly attention. Recently, a growing number of studies have addressed how students develop the disciplinary content and language required for navigating EME programs, conceptualized as disciplinary literacy (DL in EME; Dafouz et al., 2023, see also Airey, 2011). However, few have foregrounded students’ perspectives on their disciplinary literacy development (Dafouz et al., 2023). This study argues that narrative inquiry, defined as “the study of experience as story” (Clandinin Polkinghorne, 1995) and presents infographic narratives as an effective method of representing students’ “DL in EME” trajectories.
Verena Grau (Mon,) studied this question.