Interrogating your wisdom of practice to improve your classroom practices

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This article presents a heuristic for language teachers to articulate and explore their fundamental theories of and philosophical stances towards language, language learning, and language teaching. It includes tools with which teachers can interrogate those theories, weighing them up against their actual classroom practices. Through presenting data from a recent project investigating language teacher cognition and practices, it is demonstrated that language teachers vary in the extent to which they are able to articulate their theoretical and philosophical perspectives, and also in the extent that those theories reflect what they do in their classrooms. The article is intended to support language teachers in making sustained improvements to their classroom routines through a systematic approach to exploring their personal theories and stances towards their practice.
LanguageEnglish
Pages433-444
Number of pages12
JournalELT Journal
Volume71
Issue number4
Early online date2017
DOIs
Publication statusPublished - 1 Oct 2017

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wisdom
Language
classroom
language
teacher
Practice (Psychology)
Language Teachers
Wisdom
Classroom Practice
Cognition
cognition
heuristics
Teaching
Learning
Stance
learning

Cite this

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Interrogating your wisdom of practice to improve your classroom practices. / Chappell, Philip.

In: ELT Journal, Vol. 71, No. 4, 01.10.2017, p. 433-444.

Research output: Contribution to journalArticleResearchpeer-review

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