Never in the recent history of foreign language education have we seen so much earnest concern for the philosophies which underlie research methods. The primary force behind this concern has been the rise of a socio-cultural paradigm in foreign language education from which new ways of integrating teaching theory and practice are emerging.
All but one of the papers collected in this volume were presented and discussed at the international seminar
Understanding the Language Classroom and New Directions for Language Teaching Research held in Kobe, Japan, from 14 to 17 March 2007.
The volume has reframed research accounts of classroom and learner issues by clarifying the powerful connections between philosophically different families of both recently developed and conventional research practices: Exploratory Practice, Action Research, Narrative Inquiry, Learner Autonomy, and Strategy-based Language Learning.
Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien, 2009. 396 pp., num. tables and graphs
Contents: Dick Allwright: Inclusive Practitioner Research: Why We Need It and What Exploratory Practice Offers – Judith Hanks:
Inclusivity and Collegiality in Exploratory Practice – Assia Slimani-Rolls: Complexity and Idiosyncrasy of Classroom Life
– Inés K. Miller: ‘Puzzle-driven’ Language Teacher Development: The Contribution of Exploratory Practice – Craig Smith: Developing
a New English for Academic Purposes Course: Administrator-Teacher-Student Collaboration – Akira Tajino: Understanding Life
in the Language Classroom: A Systemic Approach – Viljo Kohonen: Reflection, Interaction and Authenticity: Towards Transformative
Professionalism in Foreign Language Teacher Education – Kathleen Graves: Collaborating for Autonomy in Teaching and Learning
– Yongsuk Kim, Jaehyuk Kim, Maria Oh, Seonho Park, Kyusoo Sun: Development of an Elementary English Teacher Education Program
– Naoko Aoki: A Small-Scale Narrative Inquiry for Teacher Development – Shinichiro Yokomizo: EAR Approach: An Attempt to Increase
Opportunities for Reflection – Yoshiyuki Nakata: The Teacher as a Motivation Researcher – Ken Tamai: Confucianism as Cultural
Constraint and its Effect on Japanese Self-Expressiveness – Leo Van Lier: Perception in Language Learning – Ernesto Macaro:
Teacher Code-Switching in L2 Classrooms: Exploring ‘Optimal Use’– Osamu Takeuchi: Learning from Good Language Learners in
a Specific Context – Akiko Takagi: Promoting Learner Autonomy in a Reading Class – Rieko Tokunaga: Reflection in Foreign Language
Learning: A Study of EFL High School Students – Yuan Yuan: Identity (re)Formation in a Study-Abroad Context: The Case of a
Chinese Learner of Japanese.