ABSTRACT
In her chapter on ethnography in the Handbook of Research in Second Language Teaching and Learning, Harklau (2005) wrote: “[T]here is an ongoing tension in the second language research community between codifying what constitutes ‘good’ ethnography and yet honoring diverse scholarly traditions and perspectives” (p. 187). In this contribution, we would like to take Harklau’s quote as the point of departure for summarizing the story of qualitative research in second language learning and teaching as it has evolved over the last 40 years. There are many similar reviews out there in the academic marketplace. What we hope in this piece is to give it a slightly different stamp by foregrounding the construct of “voice” in the representation of scholarly work.
