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Practitioner research in a UK pre-sessional: The synergy between Exploratory Practice and student motivation
Abstract
This paper will illustrate the affordances which Exploratory Practice may offer to both EAP teachers and learners. In particular, the focus will be on a UK pre-sessional course where the author was the EAP teacher for a group of Chinese students preparing to complete an MSc in Project and Programme Management. This paper will demonstrate that, despite some initial dilemmas, EP was highly beneficial for these students and the teacher. By devising PEPAs which suited this specific pre-sessional context, the author was able to engage the students in classroom-based inquiries which aligned with the students’ interests and questions about life in the UK as well as the new cultures of learning and teaching. Some questions were raised about the power dynamics and the egalitarian research approach promoted by EP. However, overall, the students viewed the experience as ‘relevant, social practice’ which led to skills development and better clarity about the new academic practices and norms. Importantly, EP also helped them engage more actively with the EAP course. This paper thus shows that practitioner research can enhance EAP practices whilst motivating teachers and students to work together to develop mutual understandings of Quality of (classroom) Life.
... The principles of societal impact are promoted by many universities through the guise of public engagement. Within public engagement frameworks (e.g., Price & McIntyre, 2023), scholarship is understood as a dialogic process between the researcher and the researched, which is an idea that runs parallel with recent calls for applied linguists to be more cognizant of their impact on the empirical process (e.g., Consoli, 2022). This dialogic process can be managed in numerous ways, and is dedicated to helping the public better understand and appreciate scholarship. ...
Applied linguists are committed to the investigation of language and real‐world problems. While this commitment leads to greater awareness of societal issues within the discipline, there are increasing pressures from societies and academic institutions to ensure that scholarship is available to, or has direct value for, the individuals and communities that are the target of our investigations. It is indeed difficult to enact social change through research when scholarship is not tailored to, and carried out with, the very individuals and communities that are being investigated. This paper attends to this opportunity by asking the following question. How do we engage in more impactful, inclusive, and sustainable research that explicitly involves the individuals and communities that we investigate? I introduce circular applied linguistics to consider the ways in which the discipline can be more impactful, inclusive, and sustainable in its research. I show how circular applied linguistics is based on the mutual benefit and shared knowledge of the researcher and the researched, creating a culture of ethical, open science, and leading to reflexive scholarship, that has greater relevance to societies.
... With their close attention to the core individuals and communities of our societies, these research perspectives have reconfigured our research agendas and procedures with a view to placing the very human beings of our investigations at the centre of the academic enterprise. This has been evidenced by studies that have given even more prominent space to learners' and teachers' voices and stories through practitioner research (e.g., Consoli, 2022b;Rebolledo et al., 2016), alternative forms of research engagement that foreground the main actors of language education (e.g., Jackson, 2014). Similarly, the sub-fields of intercultural communication and multilingualism have also highlighted the transformational power of reflexivity in contexts of displacement (Georgiou, 2022), migration (Ganassin, 2020), and student mobility (Holmes, 2014). ...
The practice of reflexivity is gaining much momentum in applied linguistics and educational research, and this report draws on some key literature to demonstrate its impact. Many thanks to BAAL-Cambridge University Press for the funding support!
... Exploratory practice (EP) is a form of practitioner research that encourages different participants (e.g., teachers, students, researchers) to participate in a collaborative endeavor to understand pedagogical puzzles rather than achieving measurable improvement (Allwright & Hanks, 2009). The term pedagogical puzzle refers to the why-question (e.g., why do students always make grammatical mistakes?) that motivates language teachers to invest efforts in resolving (Consoli, 2022). To address a pedagogical puzzle, language teachers use regular pedagogic practices (group discussion, dialogue journal writing, and role play) to achieve shared understandings with students, members of the class community. ...
... EP offers a distinction between a problem and a puzzle (Hanks, 2009): the first motivates teachers to look for 'solutions', while the latter refers to the why-questions (e.g. why do students have difficulties in organizing ideas of writing?) that motivate language teachers to invest efforts in resolving them (Consoli, 2022). Doing EP means that language teachers commence their inquiries with 'puzzlement' and explore identified puzzles within the classroom. ...
The COVID-19 pandemic forced university-based language teachers to rely on technology for teaching. While the challenges of the rushed move to online teaching have been well documented, less is known about how teachers adapted to online teaching through professional development. This article focuses on the experiences of four English-language teachers in Indonesian higher education, who took part in an exploratory practice study for the integration of technology-enhanced pedagogical practices in teaching. In this article, we explore the pedagogical puzzles they explored with their students, the challenges faced by the teachers and the gains achieved by undertaking exploratory practice for integrating technology into language teaching in 2021. Drawing on data gathered through semi-structured interviews and focus group discussions, we identified that the application of exploratory practice principles enabled the participant teachers to tackle a variety of pedagogical puzzles related to online teaching and professional development. We also found that they overcame a variety of challenges and used potentially exploitable pedagogic activities to better understand students and their learning needs, which encouraged them to recognize students as partners in teaching. Further investments of resources and support are necessary to ensure that language teachers fully benefit from exploratory practice in terms of professional development during and beyond the pandemic.
... (10) Consoli, S. (2022). Practitioner research in a UK pre-sessional: The synergy between Exploratory Practice and student motivation. ...
Ema Ushioda is a professor and Head of the Department of Applied Linguistics at the University of Warwick. She has been interested in motivation and autonomy in language learning for over 30 years, particularly from pedagogical and qualitative research perspectives. Recent books include Teaching and researching motivation (3 rd ed.), co-authored with Zoltán Dörnyei (Routledge, 2021), and Language learning motivation: An ethical agenda for research (Oxford University Press, 2020).
Over the past two decades, ‘inclusivity’ has become a key issue in research in applied linguistics and language education. However, the inclusion of teachers, teacher educators, and learners as researchers with key insights into their contexts has not yet been fully examined. This thought-piece explores developments in inclusive practitioner research, specifically focusing on exploratory practice (EP). The article probes the notion of inclusivity, asking why inclusivity matters and what does it mean for practitioner researchers. It sheds new light on inclusivity in exploratory practice, amplifying and deepening understandings, and shifting perceptions of what it means to be inclusive, as it examines the contributions practitioners make to debates about/around social justice.
Practitioner research is often promoted in education for different purposes usually with the aim of fostering practitioners' professional development while supporting their identity as 2 practitioner-researchers. Within this landscape, teachers and academics sometimes work together to engage in different forms of collaborative practitioner research. Such endeavours, however, may generate some ethical issues among the academics involved. In this article, we, two university-based academics, reflect on methodological insights by discussing two ethical dilemmas about practitioner research resulting from recent situations: (1) transparency in designing, promoting, doing, and reporting on practitioner research, and (2) the potential co-option of practitioner research initiatives and outcomes. Qua duoethnographic research, this reflective piece adopts an epistolary technique as the shape of the article as it consists of a series of emails exchanged between the authors over a period of time. In so doing, we aim for transparency about how our insights around the ethical issues identified developed organically through written interaction. We concur that it is time for a reality check disposition to disrupt hegemonic onto-epistemic discourses which characterize the ecology of practitioner inquiry.
The Covid-19 pandemic required a transformation into innovative classroom pedagogies that expected language learners to become more active and shoulder more responsibilities than before. In this article, I report on my first experience of doing exploratory practice to examine online flipped classrooms used to develop English as a foreign language (EFL) students’ self-directed learning. In a classroom-based mixed-methods study, I examined and puzzled over classroom practices that may promote learners’ self-directed readiness in the context of a university-level writing class. The results indicated a significant increase in my students’ desire for learning and self-control. They also showed that learners need technical assistance and psychological support to increase their self-directed learning skills and become more self-directed and autonomous language learners. The article concludes with a critical reflection on my first exploratory practice endeavor and what the whole process of puzzling about my classroom activities has brought to my teaching practice.
Practitioner research plays a crucial role in education because of its applied nature and its ability to address pertinent issues within learning and teaching contexts. Exploratory practice (EP) is a form of practitioner research that emphasizes puzzles while striving to understand and improve students’ and teachers’ quality of life in the language classroom. Our puzzlement as EP practitioners began to take shape as we received a variety of feedback – both positive and negative – on our EP-infused lessons from our past students. Therefore, we started to ponder the enduring repercussions of an EP experience on participants’ subsequent learning and quality of life, extending beyond the immediate effects observed during EP. In the spring semester of 2022, 43 students enrolled in two courses on English for academic purposes (EAP) at two different Japanese universities participated in a 15-week EP endeavor. Six months after the course finished, we conducted semi-structured interviews with 10 students in order to systematically explore and discover how the EP endeavor affected them in the long-term. Findings revealed that the EP experience had lasting effects on the students’ affordance in three areas: linguistically, intrapersonally, and interpersonally. The article concludes by addressing the practical implications for EP practitioners, specifically focusing on inclusivity and sustainability.
Framed in teacher research, this article examines on how a group of 220 preservice language teachers' understandings of teacher agency evolved in a course on second language teaching curriculum. The participants were enrolled on a master's program on teaching English to speakers of other languages (TESOL), and data were gathered through course activities which included two surveys, reflective blogs, and an essay. Based on inferential statistics and qualitative content analysis, findings show that, with different degrees of confidence, the student-teachers believe that their projective (future) agency was harnessed through the course developing (1) willingness to use teacher agency as a tool for professional development and (2) willingness to use teacher agency as a drive to engage in critical teaching practices for multilingual settings. Drawing on a trans-perspective of language teacher agency, the study advances a model of projective teacher agency.
Chinese students represent a substantial portion of the UK university student population, with most of them being postgraduates. However, whilst the UK remains a top choice for Chinese students seeking to complete a higher degree programme, competition within the global Higher Education (HE) landscape is intensifying. Consequently, popular HE destinations such as the USA and the UK must now contend with growing academic markets in Australia and New Zealand (Marginson, 2006) as well as some non-English speaking countries which offer appealing university degrees through English-Medium-Instruction (EMI) (Mok, 2007). It is therefore salutary to ensure that Chinese students continue to find the UK appealing. This is vitally important both for the economy and the intellectual diversity and talents these students bring to UK HE institutions. This study thus revisits the core motives which drive Chinese students to UK universities. Significantly, unlike other investigations which have treated the topic of motivation rather marginally and through broad research scopes, this paper uses a ‘small-lens approach’ (Ushioda, 2016), which here is operationalised through the combination of practitioner research and narrative analysis. The study therefore focuses on a small group (N = 16) of Chinese students to unpack the nuances of meaning which characterise their initial motivation to study in Britain.
As an important professional course for logistics majors, the course “Theory and Practice of Container Multimodal Transport” is a relatively new professional course to adapt to the rapid development of container multimodal transport. This paper defines the basic thinking based on the work process orientation. On this basis, it analyzes the necessity of strengthening ideological and political education in the field of container multimodal transport on how to implement the ideological and political requirements of the curriculum, excavates the ideological and political elements, determines the weight of different ideological and political elements, clarifies the thinking of ideological and political education of the curriculum, emphasizes the pertinence of ideological and political education of the curriculum, and discusses the specific problems. The research of this paper focuses on helping to improve the training quality of application-oriented logistics professionals. It ponders and expounds the necessity, construction ideas and construction paths of the ideological and political construction of this course, and carries out relevant practice in the teaching process, and has achieved good results.KeywordsContainer multimodal transport theory and practiceCurriculum ideological and politicalCurriculum constructionTeaching practice
With the support of computer information technology, classroom teaching is increasingly shifting from traditional blackboard presentation and on-site experiments to multimedia courseware teaching. In this paper, we study the teaching process of both of multimedia teaching and traditional methods in a lecture-based classroom. By studying the different psychological and behavioral characteristics of students in the two teaching methods, we analyze the characteristics and differences of the two teaching methods from qualitative to quantitative and discuss the advantages and shortcomings of each method. Using the principles of pedagogy, psychology, and educational psychology, we explain that multimedia courseware presentations can only be used as teaching aids in a student-centered classroom from multiple perspectives, including student psychology, student cognition, and classroom teaching art, while the rational return of traditional blackboard presentation should be an effective combination of scientific education and humanistic care.
Practitioner research is a flourishing area with a significant body of theoretical and empirical research, but often researchers remain isolated, unaware of impactful work by colleagues in related fields. Exploratory Practice (EP) is one innovative form, uniting creative pedagogy and research methods. The potential contributions have hitherto been neglected. EP's emphasis on puzzling and understanding is a means of demystifying occluded practices which place learners, teachers and researchers as co-investigators at the heart of the research-practice nexus. EP's radical positioning of learners as co-researchers, alongside teachers, teacher educators and others, means crossing boundaries – (re-)negotiating identities, in language learning/teaching/researching – thus raising epistemological challenges for the field. The contribution of this state-of-the-art article is to provide a meta-analysis of these themes and challenges, critically analysing the complexities involved as the paradigms of research, practice and practitioner research shift from research-as-practice towards practice-as-research.
Framed in action research, the authors investigated the perceptions and experiences of a cohort of student-teachers as they learned about and explored for the first time teacher research in a self-contained module as part of a four-year pre-service or initial English language teacher education (IELTE) programme in southern Argentina. The module, ‘Research in English Language Teaching’, ran from March–November 2018. It was led by a teacher educator based in Argentina and a UK-based colleague who acted as an external academic advisor. Drawing on qualitative research, data collection strategies included: the tutor’s journal; student-teachers’ journals; assignments; research proposals; report drafts; presentations; group discussions; interactions between the tutors; and end-of-course interviews. The findings show that the module had a positive effect on student-teachers’ identity, their English language proficiency, and the role of reflection in feedback processes. The student-teachers appreciated teacher research as reflective practice and as a source of professional development.
This paper makes further calls for more TESOL research to be conducted in the teaching-research nexus; specifically, for the research to be more grounded in classroom-contexts, and for methods to be more transparent about the messiness of doing real-world classroom research. I present two key calls for TESOL researchers: 1) to collaborate with teachers and ensure research questions are driven by practice-based problems; and2) to report classroom research by being honest about the messiness of their real-world data. The desired outcome of these calls is more transparency in research, resulting ideally in a better balance of teaching-informed research and research-informed teaching, and potentially the development of what some refer to as the ‘holistic academic’, referring to researchers who can shift easily within a range of relevant identities: including a researcher, teacher, and manager.
The critical grounded theory presented in this book offers valuable insights on the social processes and strategies used by Blended English for Academic Purposes Professionals (BLEAPs) at higher education institutions, as they struggle to negotiate the challenges arising from a new focus on recruiting international students and hunting for other resources for their universities. Drawing from in-depth interviews with numerous research participants at over eleven higher educational institutions in the UK, Japan and the United States, this work focuses on those who have been precariously placed as middle manager at many EAP and TESOL programs. Lacking in both positional power or permanence, these 'BLEAPs' are faced with many challenges as they seek to understand their changing role in higher educational institutions, and engage in strategies that can help them gain greater control over issues in their profession.
This article critically examines the implementation of Exploratory Practice in an English for academic purposes (EAP) context in a British university. The innovation involved challenges as well as opportunities for uniting learning, teaching and research. Particular emphasis is given to two teachers, who are the focus of this article: the story of one, ‘Jenny’, illustrates the processes of doing Exploratory Practice with learners of EAP, while the story of the other, ‘Bella’, provides insight into the notion of puzzlement, a central feature of the Exploratory Practice framework. For these practitioners, it was clear that the integration of pedagogy with locally relevant, small-scale research activity, held a wealth of opportunities for language learning and teaching.
This paper is an introduction to the rest of this Special Issue of Language Teaching Research devoted entirely to Exploratory Practice (EP), a form of practitioner research. It is also an introduction to EP itself, telling the story of the development of its practices and its principles over the last ten or so years. Readers already familiar with EP may wish to go directly to the other seven papers in this issue, for illustrations of EP in practice, for research about EP, and for a more thorough review of the relevant research literature (see especially the papers by Miller and by Perpignan).
The case for EP presented below is based on a perceived need for practitioner research to be rethought: to be refocused on understanding, and ultimately on a concern for the quality of life in the language classroom, for both teachers and learners. The paper includes, in Section VII, a brief introduction to the other papers in this volume.
This paper reports on a study into course relevance conducted using some of the principles of Exploratory Practice (EP). I wanted to gain an understanding about how relevant the students taking my English courses perceived them to be in terms of their own lives. I also hoped to resolve some of the tensions experienced due to the differences in student and teacher perspective on what is relevant. EP emphasizes working to gain situated understandings via normal teaching practices as a collegial process, involving everyone concerned. Therefore I collected data using natural ways, compatible with life in the classroom and the school, involving both students and colleagues as co-researchers. Analysis of the data enabled me to see course relevance as part of the wider context of motivation, and also to understand that students can themselves shape a course to serve their own needs.
This paper focuses on the key mechanism of ‘puzzling’ in EP, and the crucial issue of sustainability (see Allwright, this issue, Sections IV.2 and V.2), in the context of volunteer teacher development work (Section VII.2).
Having taken part, initially as participating teachers and now as ‘multipliers’, in Exploratory Practice (EP) meetings held in the city of Rio de Janeiro since 1997, we decided to investigate the puzzles presented by teachers from state and private schools as well as from language courses, in order to gain a general idea of their concerns and to better plan our future EP meetings. We grouped the puzzles into six emerging categories: motivation, anxiety, teaching, institutional lack of interest, discipline (or behaviour), and Exploratory Practice itself.
This grouping gave us an interesting picture of the teachers’ concerns and led us to investigate further by interviewing nine of the teachers involved. We found that these interviews also gave us insight into the extent to which sustainability, one of the main principles of EP, is being achieved at present and how EP is related to teachers’ lives.
The whole process of investigation and reflection led us to the understanding that EP is as important to those teachers as it is to ourselves, for it helped each one of us to sense considerable improvement in the quality of our lives.
Intrigued by van Lier’s call for ‘balanced teaching’, I come up with a proposal of ‘balanced research’. In this paper, I describe my personal involvement in a four-month teaching/data-gathering experience (as a part of my doctoral research project on task motivation) which shows that it both necessitates and ends up involving such a ‘balanced’ approach. Meanwhile, ‘Exploratory Practice’, as a set of general principles for practitioner research, offers great support for my joint teacher/researcher enterprise as well.
In this ‘Researching EAP Practice!’ paper, I reflect on the experience of embedding learner-initiated enquiry into an in-sessional EAP course and argue that the process can be viewed as a continuous exploration of learners’ needs. First, I explain the rationale for adopting Exploratory Practice (EP)-a form of practitioner research-to position EAP undergraduates at a UK university as learner-researchers. I then reveal why our EAP team harnessed EP’s central process of ‘puzzling’ to develop personalised research agendas and encourage student engagement, practitioner collaboration and novel learning. Finally, I outline how academic and practitioner research in EAP combined with our professional development experiences shaped the approach taken. I gathered a range of qualitative data, observing learners as they puzzled, analysing written summaries of their puzzles and cross-referencing these with my own reflective journal entries. This integration of research and pedagogy created several synergies. Through puzzling, learners better understood their academic journeys, and some highlighted the transferable potential of puzzling. The teaching team benefited as we began to view learner-initiated puzzling as a continuous exploration, illumination and assessment of learners’ needs. This paper offers a practitioner’s perspective on continuous needs assessment with insights for EAP lecturers and those in adjacent fields.
The ability to communicate in English is now essential to academic success for many students and researchers. Not only has the language established a fairly firm grip in higher education, particularly in the lives of postgraduate students, but also in academic research, where careers are increasingly tied to an ability to publish in international journals in English. Countless students and academics around the world, therefore, must now gain fluency in the conventions of relatively ‘standardized’ versions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning (e.g. Hyland 2009). English for Academic Purposes (EAP), and the teaching of academic writing in particular, has emerged to support this process (Hyland & Shaw 2016; Hyland 2017a). However, EAP, and its relationship to English language education more generally, is seen from a number of different perspectives, not all of which flatter the field. Among the more critical are that it is complicit in the relentless expansion of English which threatens indigenous academic registers (e.g. Phillipson 1992; Canagarajah 1999), that it is a remedial ‘service activity’ on the periphery of university life (Spack 1988), and that it imposes an imprisoning conformity to disciplinary values and native norms on second language writers (e.g. Benesch 2001).
This book contextualizes the field of English for Academic Purposes (EAP), with a particular focus on the professional and academic identity and role of the EAP practitioner. The authors examine previously neglected areas such as the socio-economic, academic and employment contexts within which EAP practitioners function. In doing so, they develop a better understanding of the roles, expectations and constraints that arise from these contexts, which in turn shape professional practice and the identity of the practitioner. As EAP is emerging as an academic discipline with a growing body of published research, this book will appeal to trainee and established practitioners, along with researchers and students of linguistics and education.
Alex Ding is Lecturer in English for Academic Purposes and Director of the Centre for Excellence in Language Teaching at the University of Leeds, UK. He leads school-wide projects in language education scholarship, as well as teaching English for Academic Purposes and MA modules. He has also supervised and examined PhD students, and co-led the development of an innovative MA in EAP.
Ian Bruce is Senior Lecturer in Applied Linguistics at the University of Waikato, New Zealand, where he also teaches on the MA degree of the same name. His research interests include the application of genre theory to English for Academic Purposes courses, and to academic writing instruction. He is closely involved with the British Association of Lecturers in English for Academic Purposes (BALEAP), and has contributed to the development of their teacher competency framework.
This article considers the notion of integrating research and pedagogy through the principled framework of Exploratory Practice (EP) in an English for Academic Purposes (EAP) context. Taking a case study of a 10-week pre-sessional programme in the UK, I critically examine the challenges and the opportunities encountered by participants (learners and teachers) who were engaging in EP for the first time. These stories from novice practitioner researchers provide evidence for the argument that, due to its principles, EP is rooted in practice, and thus entirely relevant to the lives of those involved in EAP. I conclude that EP offers a potent new form for EAP, one which positions practitioners as legitimate researchers, and which questions long-held beliefs about research and pedagogy. EP, then, becomes a springboard for fully inclusive practitioner research.
In this paper I propose an agenda for researching language learning motivation ?through a small lens?, to counteract our tendency in the second language (L2) motivation field to engage with language learning and teaching processes at a rather general level. I argue that by adopting a more sharply focused or contextualized angle of inquiry, we may be able to understand better how motivation connects with specific aspects of second language acquisition (SLA) or particular features of linguistic development. Keeping the empirical focus narrow may also lead to interesting and illuminating analyses of motivation in relation to particular classroom events or to evolving situated interactions among teachers and learners. I propose a number of possible research tasks that might be undertaken by experienced researchers, teacher-researchers or student-researchers wishing to investigate language learning motivation ?through a small lens?.
In focusing upon ELT practitioners, this chapter identifies the wider influences upon teachers’ work at the present time that may be undermining their personal professional identities. It explores current approaches to teacher development that can be seen as symptomatic of such changes. An initial purpose is to consider aspects of teacher development that may be contributing to this appropriation of the self as a professional. The second aim of the chapter is to identify alternative approaches in which teachers may confront present uncertainties through strategies that enable them to create positive opportunities for change on their own terms and to realize what Dick Allwright identifies as teachers’ capacities as knowledge-makers in the dialogue between research and practice (2006, Chapter 1 in this volume). The chapter begins with a brief review of some of the pressures that teachers presently face. It then evaluates currently influential approaches to teacher development as responses to these pressures. Finally, it proposes possible future directions in teacher development that may overcome the present constraints upon professionalism and the limitations inherent in current approaches. The terms ‘teacher development’ and ‘professional development’ are treated as synonymous throughout the chapter.
Exploratory Practice (EP) has been developed over the last 15 or so years as an approach to practitioner research that is devoted to understanding the quality of language classroom life. It started in reaction both to academic classroom research and to Action Research, the practitioner research model most in vogue at that time in our field. At first looking for an alternative to current academic classroom research practices on largely ethical grounds, EP developed over time primarily as a set of principles rather than as a set of classroom practices. The emphasis on principles relates to their potentially global reach, whereas emergent practices seemed to be essentially local in nature. Of course, the principles were coming from the experience of years of local action, endlessly and intensively discussed in global terms. These principles address (more or less implicitly) the issues at the heart of this special issue of The Modern Language Journal: the technical, epistemological, and ethical dimensions of research on second language learning. In this article, I will therefore set out the principles of EP in direct relationship to these 3 dimensions. For EP, the ethical and epistemological dimensions are the most critical, with the emphasis on understanding rather than problem-solving. I find the common emphases on practical problem-solving and making measurable improvements in student achievement not only unhelpfully shortsighted but also potentially counterproductive. I argue instead for a return to the traditional research aim of understanding, and for focusing our work for understanding on quality of life (rather than quality of output) as the ultimate value. This focus also prompts us to address the ethical issue of the researcher–researched relationship, and to insist that the learners, as well as the teachers, should be seen as classroom practitioners developing their own understandings of language classroom life.
Inclusivity and trust in exploratory practice: A case study of principles in practice
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WebQuests: A magic recipe
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Making language Visible in the university: English for academic Purposes and Internationalisation
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Authenticity and teacher-student motivational synergy: A narrative of language teaching
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