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ERIC Number: EJ1156654
Record Type: Journal
Publication Date: 2017-Oct
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0951-0893
Interrogating Your Wisdom of Practice to Improve Classroom Practices
Chappell, Philip
ELT Journal, v71 n4 p433-444 Oct 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A