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I think as EAP tutors there are lessons to be learned from these propositions and our general perceptions of the people we work with. It is possible to work through Exploratory Practice in a number of ways.

Exploratory Practice: Introductory Readings

It can be, simply, a pedagogy along similar lines to task-based learning see Hanks for a more detailed explanation. If a teacher engages individually in EP, it is most likely to result in an internal reflection on practice, but little more. The third way of working through Exploratory Practice is for the teacher and her students to develop their puzzle together. It is here that I see the real potential. Rather than feeling frustrated, I decided I needed to gain greater understanding, not an answer.

In order to do this, I threw the question back to my students.


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By involving them, showing I valued their opinion and ideas, they became far more engaged in their learning in general. Together, we became mutually involved in co-creating a shared understanding of our collective puzzle. We did this, sometimes together in class, and sometimes separately.

None of this placed any greater burden on me than my normal teaching load. Quality of life came first. So, how does fit with my definition of scholarship? For EP to translate into scholarship of teaching there needs to be some form of transmission of the developed understanding. For me, unusually, this particular process became part of some PhD research see also Hanks Rather less unusually, I produced a set of materials which are now used by a number of colleagues; I jointly ran a workshop with an interested colleague; I presented at a conference, and this month am involved in a day-long seminar organised by the School of Education.

This is just one example.

The Developing Language Learner : An Introduction to Exploratory Practice

Description This book tracks the development of Exploratory Practice since the early s as an original form of practitioner research in the field of English language teaching. Drawing on case studies, vignettes and narratives from teachers and learners around the world as they experienced Exploratory Practice in their different contexts, Hanks examines the theoretical and philosophical underpinnings of the Exploratory Practice framework and asks what the principles really mean in practice.


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  • Presentation by Judith Hanks (University of Leeds) | JALT!
  • Product details Format Paperback pages Dimensions x x Other books in this series. Intercultural Interaction Helen Spencer-Oatey. Add to basket. Community Interpreting S. Researching Vocabulary Norbert Schmitt. Language Testing and Validation Cyril J.

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    The Developing Language Learner

    Literature in Language Education Geoff Hall. Literature in Language Education G. Back cover copy This book tracks the development of Exploratory Practice since the early s as an original form of practitioner research in the field of English language teaching. FAQ Policy. About this book This book-length treatment of Exploratory Practice introduces five propositions about learners as practitioners of learning who are capable of developing their expertise through conducting research in and on their own classroom learning lives.

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    Show all. Assessment and the Learner Pages Allwright, Dick et al. Method and the Learner Pages Allwright, Dick et al. Conducting Investigations Pages Allwright, Dick et al. Sources and Resources Pages Allwright, Dick et al.