Abstract
<jats:title>Abstract</jats:title> <jats:p>This entry explores the intersection between narrative inquiry in applied linguistics and critical applied linguistics (CAL), highlighting how both approaches highlight the complexities of language, identity, and power. While narrative inquiry first emerged in the 1970s and gained prominence alongside the social turn in applied linguistics, CAL was concurrently developing as a framework for interrogating power, ideology, and inequality in language education. Despite these shared commitments, direct engagement between the two has been limited. Narrative inquiry, as a form of knowledge production grounded in lived experience and personal storytelling, aligns closely with CAL's critical orientation by revealing the sociopolitical dimensions of language learning and use. Yet, a more explicit dialogue between the two is needed to fully harness their shared potential. This entry outlines the key definitions, principles, theories, debates, and methodological developments of both approaches, arguing that narrative inquiry and CAL are not only compatible but also mutually enriching. Together, they offer a powerful framework for understanding how language learning and teaching are shaped by, and responsive to, broader sociopolitical structures.</jats:p>