By Judith Hanks
This e-book tracks the advance of Exploratory perform because the early Nineteen Nineties as an unique kind of practitioner learn within the box of English language instructing. Drawing on case experiences, vignettes and narratives from lecturers and rookies world wide 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 rules particularly suggest in perform. For language pros contemplating investigating their study rooms and their teaching/learning practices conscientiously and thoughtfully, this ebook breaks new flooring, arguing for a clean standpoint: (exploratory) practice-as-research. Judith Hanks is Lecturer in TESOL on the college of Leeds, united kingdom. Her paintings bridges expert components in language instructor schooling, intercultural verbal exchange, TESOL and EAP.
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If we wish to deal with beginners as practitioners of studying, along lecturers as practitioners of educating, and accordingly in a position to reaping the developmental advantages of practitioner study, how will we most sensible continue? For Allwright and Hanks the reply lies in Exploratory perform – an inclusive kind of practitioner study built mostly in Rio de Janeiro, Brazil, and in Lancaster, England, that permits either newcomers and lecturers to improve their very own understandings in their studying and educating lives.
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Additional resources for Exploratory Practice in Language Teaching: Puzzling About Principles and Practices
What makes practitioner research ‘research’ rather than just random looking around? These questions link directly to the development of the EP framework, as we shall see in Chapter 4. We will therefore consider each of them in turn. hat Are the Underlying Assumptions Guiding W Practitioner Research? In their extended discussion of practitioner research, Zeichner and Noffke (2001) suggest ‘trustworthiness’ as a more appropriate criterion than ‘validity’. They posit that the world of the classroom, which is fluid, complex, and placed within a particular (and ever-changing) socio-political context, requires other benchmarks, such as trustworthiness, resonance, systematicity, and clarity, to be brought into play.
The complexities of belief systems surrounding an individual researcher’s approach influence choices of, for example, data collection/generation, tools and forms of analysis, and even the language used to write up the research. The belief systems of the researcher will affect not only how s/he views the world, or indeed what s/he is able or willing to see, but also what s/he decides to research and how to go about conducting that research. Because of the incomprehension caused when researchers committed to different paradigms clash, it is important to make explicit the assumptions underpinning the research.
5: Gorard and Taylor on Mixed Methods Research (MMR) The dichotomy between qualitative and quantitative […] betrays a misunderstanding of the qualitative basis underlying all measurement, and of the importance of patterns in qualitative analysis. (2004: 167) Choosing to use ‘mixed methods’ in research design, it is now argued (Creswell 2003; Hashemi and Babaii 2013), can offer the best of both worlds. Here, a diversity of methods are employed in order to meet the needs of the research question, the researcher(s) and participants, and the context or situation.