Judith Hanks – författare

This book-length treatment of Exploratory Practice introduces five propositions about learners as practitioners of learning who are capable of developing their expertise through conducting research in and on their own classroom learning lives.

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.

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.

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.

This book-length treatment of Exploratory Practice introduces five propositions about learners as practitioners of learning who are capable of developing their expertise through conducting research in and on their own classroom learning lives.

This book-length treatment of Exploratory Practice introduces five propositions about learners as practitioners of learning who are capable of developing their expertise through conducting research in and on their own classroom learning lives.

This edited collection explores the use of Exploratory Practice (EP) by language teachers in classrooms. Written by practitioners, the chapters showcase unique examples of each principle of EP, with topics ranging from mentoring practitioner researchers, to teaching and learning in EAP, and investigating curriculum development in language teaching programs. The book provides example EP studies and gives voice to practitioners’ experiences of the challenges they experienced as well as the benefits. Examples include tackling intercultural communication in linguistically and culturally diverse classrooms; pedagogy and curriculum design in language teaching; explorations of continuing professional development in language education. In doing so, it offers tools that can be transferred to other classroom contexts and used to aid teacher development. The concluding chapter highlights critical aspects of Exploratory Practice which emerge in the studies and examines how practitioners advanced their understandings. This book will appeal to those working in Applied Linguistics, TESOL research, as well as language teachers and teacher educators.

This edited collection explores the use of Exploratory Practice (EP) by language teachers in classrooms. Written by practitioners, the chapters showcase unique examples of each principle of EP, with topics ranging from mentoring practitioner researchers, to teaching and learning in EAP, and investigating curriculum development in language teaching programs. The book provides example EP studies and gives voice to practitioners’ experiences of the challenges they experienced as well as the benefits. Examples include tackling intercultural communication in linguistically and culturally diverse classrooms; pedagogy and curriculum design in language teaching; explorations of continuing professional development in language education. In doing so, it offers tools that can be transferred to other classroom contexts and used to aid teacher development. The concluding chapter highlights critical aspects of Exploratory Practice which emerge in the studies and examines how practitioners advanced their understandings. This book will appeal to those working in Applied Linguistics, TESOL research, as well as language teachers and teacher educators.