Date & Time:
Univ. of Tokushima Josanjima campus
Faculty of IAS, Bldg. #1 Meeting Rm. #2
Puzzling about classroom language learning: an Exploratory Practice approach
In recent years, Exploratory Practice has developed as a form of ‘inclusive practitioner research’ (Allwright, 2001, 2009; Allwright & Hanks, 2009; Hanks, 2009, 2013; Miller, 2009). Arguing that working for understanding(s) should be put before problem-solving, EP includes teachers and learners as researchers of their own language learning lives. In this interactive workshop we will discuss the principles of Exploratory Practice: what is EP and why does it emphasize puzzlement as an approach?
Participants are invited to consider what puzzles them about their language teaching (and learning) lives. We will then discuss ways of investigating classroom language learning and teaching, using our normal pedagogic practices as tools.
Allwright, D. (2001, May 1999). Three major processes of teacher development and the design criteria for developing and using them. Paper presented at the 1st International Conference on Language Teacher Education. Research and Practice in Language Teacher Education: Voices from the Field, Minneapolis, USA.
Allwright, D. (2009). Inclusive Practitioner Research: Why we need it and what Exploratory Practice offers. In T. Yoshida, H. Imai, Y. Nakata, A. Tajino, O. Takeuchi & K. Tamai (Eds.), Researching Language Teaching and Learning: An integration of practice and theory (pp. 15-31). Bern: Peter Lang.
Allwright, D., & Hanks, J. (2009). The Developing Language Learner: An introduction to Exploratory Practice. Basingstoke: Palgrave Macmillan.
Hanks, J. (2009). Inclusivity and collegiality in Exploratory Practice. In T. Yoshida, H. Imai, Y. Nakata, A. Tajino, O. Takeuchi & K. Tamai (Eds.), Researching Language Teaching and Learning: An integration of practice and theory (pp. 33-55). Bern: Peter Lang.
Hanks, J. (2013). Inclusivity and trust in Exploratory Practice: A case study of principles in practice. In E. Tarone & D. Soneson (Eds.), Expanding our Horizons: Language teacher education in the 21st century. Minneapolis: CARLA.
Miller, I.K. (2009). ‘Puzzle-driven’ Language Teacher Development: The contribution of Exploratory Practice. In T. Yoshida, H. Imai, Y. Nakata, A. Tajino, O. Takeuchi & K. Tamai (Eds.), Researching Language Teaching and Learning: An integration of practice and theory (pp. 77-93). Bern: Peter Lang.
Judith Hanks has more than twenty years of experience in teaching English as a Foreign Language, in Europe, Asia and the UK. She currently teaches in the School of Education, University of Leeds. Her research interests lie in the areas of practitioner research, and teacher/learner development. Judith is co-author of The Developing Language Learner: An Introduction to Exploratory Practice (Allwright & Hanks, 2009).
*For inquiries, contact Steve Fukuda at