Exploratory Practice in Language Teaching

1. Front Matter

   Pages i-xix

   PDF

2. General Introduction

   • Judith Hanks

   Pages 1-19

3. The Historical and Conceptual Background to Researching Practice

   1. Front Matter

      Pages 21-21

      PDF

   2. Introduction to Part One

      • Judith Hanks

      Pages 23-31

   3. From Research to Practitioner Research: Setting Exploratory Practice in Context

      • Judith Hanks

      Pages 33-56

   4. Perspectives on the ‘Family’ of Practitioner Research

      • Judith Hanks

      Pages 57-80

   5. The Evolution of the Exploratory Practice Framework

      • Judith Hanks

      Pages 81-106

   6. Puzzles, Puzzling, and Puzzlement

      • Judith Hanks

      Pages 107-130

4. Developing Understandings from Practice

   1. Front Matter

      Pages 131-131

      PDF

   2. Introduction to Part 2

      • Judith Hanks

      Pages 133-141

   3. Integrating Research and Pedagogy

      • Judith Hanks

      Pages 143-166

   4. Collegial Working

      • Judith Hanks

      Pages 167-189

   5. Continuing Personal and Professional Development

      • Judith Hanks

      Pages 191-213

5. Understandings for Practice

   1. Front Matter

      Pages 215-215

      PDF

   2. Introduction to Part 3

      • Judith Hanks

      Pages 217-229

   3. Puzzles, Puzzling, and Trust

      • Judith Hanks

      Pages 231-263

   4. PEPAs, Culture, and Identity

      • Judith Hanks

      Pages 265-290

   5. Conclusions

      • Judith Hanks

      Pages 291-315

6. Resources

   1. Front Matter

      Pages 317-317

      PDF

   2. Exploratory Practice Voices

      • Judith Hanks

      Pages 319-352

This book tracks the development of Exploratory Practice since the early 1990s 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. For language professionals considering investigating their classrooms and their teaching/learning practices rigorously and thoughtfully, this book breaks new ground, arguing for a fresh perspective: (exploratory) practice-as-research. Judith Hanks is Lecturer in TESOL at the University of Leeds, UK. Her work bridges specialist areas in language teacher education, intercultural communication, TESOL and EAP.

• TESOL
• Researching Practice
• Exploratory Practice
• Quantitative research
• Qualitative research
• Practitioner Research
• Research Framework
• english

“This book offers an in-depth history of the development of EP, as well as a detailed history of the underpinning philosophy of the practitioner research family more generally, from Dewey to Freire. It is accessible and clear, with many quote boxes, vignettes and worksheets.” (Richard S. Pinner, Educational Action Research, December 20, 2019)

“With its accessible prose style, illustrative vignettes, case studies and quotes, and useful suggestions for further reading, this book is a truly valuable resource for all practitioners who wish to engage with EP at any level.” (Sal Consoli, System, Vol. 72, February, 2018)

“Interest in practitioner research is growing, but how might teachers research their own contexts? And how can they carry out these explorations in ways which add to their and their learners’ ‘quality of life’?  Judith Hanks provides a much-needed and inspiring account of Exploratory Practice (EP) which answers these questions.” (Graham Hall, Senior Lecturer, Northumbria University, UK)

“Hanks’ innovative analysis is a timely and important contribution to the burgeoning literature on practitioner researcher and continuing professional development in the field of language education.” (Simon Borg, Visiting Professor of TESOL, University of Leeds, UK)

“Hanks makes an original, detailed, and compelling case for the fundamental distinctiveness and practical importance of Exploratory Practice (EP), a radical form of practitioner research bringing teachers and learners (and others) together as co-researchers seeking deeper understandings of what it means to be engaged in language teaching and learning.” (Dick Allwright, Lancaster University, UK)

“Hanks goes deep into the fabric of Exploratory Practice from its theoretical origins to real examples. It is a rigorous and human account of how a network of theorists and teachers have worked through the puzzles of everyday teaching, crossing boundaries, getting to the essence of teachers and learners as people. Anyone who struggles to do the best for their students and themselves through openness and understanding will find this book a profound support.” (Adrian Holliday, Professor, Canterbury Christ Church University, UK)

• University of Leeds, Leeds, United Kingdom

  Judith Hanks

Judith Hanks is Lecturer in TESOL at the University of Leeds, UK. She started teaching EFL in 1987 and has worked in China, Italy, Singapore, Turkey and the UK. She has worked as a teacher, teacher trainer and teacher educator, as well as course director, programme leader and manager, and of course, she is a life-long language learner. Her work bridges specialist areas in language teacher education, intercultural communication, TESOL and EAP. She is a founder member of the Exploratory Practice group, and is co-author of The Developing Language Learner: An Introduction to Exploratory Practice (Allwright & Hanks, 2009). Her research interests lie in the areas of investigating developing intercultural understandings in language classrooms, eliciting learner and teacher understandings of their practice, with particular emphasis on practitioner research in language education, specifically: Exploratory Practice.

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