Exploratory Practice in Language Teaching

"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)

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.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.