By Judith Hanks
This publication tracks the advance of Exploratory perform because the early Nineteen Nineties as an unique type of practitioner study within the box of English language instructing. Drawing on case reviews, vignettes and narratives from lecturers and inexperienced persons around the globe as they skilled Exploratory perform of their assorted contexts, Hanks examines the theoretical and philosophical underpinnings of the Exploratory perform framework and asks what the foundations relatively suggest in perform. For language execs contemplating investigating their study rooms and their teaching/learning practices conscientiously and thoughtfully, this booklet breaks new flooring, arguing for a clean viewpoint: (exploratory) practice-as-research. Judith Hanks is Lecturer in TESOL on the collage of Leeds, united kingdom. Her paintings bridges expert parts in language instructor schooling, intercultural verbal exchange, TESOL and EAP.
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Additional resources for Exploratory Practice in Language Teaching: Puzzling About Principles and Practices
Example text
Crucially, it aims to unite pedagogy and research, by using language learning activities as a way of conducting investigations. Nevertheless, there is a problem with this rather reductive way of presenting things. For, just as AR influences, and is influenced by, issues thrown up in, say, RP, so too has EP impacted on the discourse. It is a sign of a healthy field that these vigorous and various forms of practitioner research are able to listen to one another, and respectfully acknowledge differences, while also celebrating shared values.
As I explore this puzzled thought, the following metaphor takes shape: I have a brother. In many ways he’s very like me: we both have dark eyes, dark curly hair (going grey); when we were very young we were even taken 2 Introduction to Part One 29 for twins sometimes. As adults we share many values, a sense of humour, and our political outlook is similar. But if you were to call my brother ‘Judith’, he’d think you were a bit odd. That seems to be important: this brief list of names (Action Research, Classroom Research, Exploratory Practice, Reflective Practice, Teacher Research, and so on) are not arbitrary labels.
Mixed Methods Research At the turn of the twenty-first century, debate about research had become polarised to such a degree that researchers operating within one paradigm found it difficult to speak to those from another. They even resorted to ‘name calling instead of substantive arguments’ (Flyvbjerg 2001: 2). This attitude of mutual incomprehension has been described as ‘paradigm wars’ (Gorard and Taylor 2004) or ‘science wars’ (Flyvbjerg 2001). Considering such hostility, Gorard (2001) identifies two ‘villains’ in these debates about approaches to research: those who only accept numerical data as relevant, and those who reject all numerical evidence in favour of more ‘humanistic’ data.