Suggested Readings
The following resources ask how human minds became so different from those of other animals. In answering the authors, drawing upon interdisciplinary evidence from social sciences, psychology and anthropology, develop theories that link the development of prosocial behaviour, the ability of reading other’s minds and the ability to use language.
Allwright, D. & Hanks, J. (2009). The Developing Language Learner: An introduction to Exploratory Practice. Basingstoke: Palgrave Macmillan.
Chu, P.-Y. (2007). How students react to the power and responsibility of being decision makers in their own learning. Language Teaching Research, 11(2), 225-241.
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as Stance: Practitioner research for the next generation. New York: Teachers College Press.
Collini, S. (2012). What are Universities for? London: Penguin.
Costantino, A. (2018). A written feedback puzzle: Understanding ‘local’ pedagogy. In A. Slimani-Rolls & R. Kiely (Eds.), Exploratory Practice for Continuing Professional Development: An innovative approach for language teachers (pp. 119-133): Palgrave Macmillan.
Crane, C., Sadler, M., Ha, J. A., & Ojiambo, P. (2013). Beyond the methods course: using Exploratory Practice for graduate student teacher development. In H. W. Allen & H. Maxim (Eds.), Educating the Future Foreign Language Professoriate for the 21st Century (pp. 107-127). Boston, MA: Heinle.
Dar, Y. (2015). Exploratory Practice: Investigating my own classroom pedagogy. In D. Bullock & R. Smith (Eds.), Teachers Research! (Vol. http://resig.weebly.com/uploads/2/6/3/26368747/teachers_research.pdf, pp. 51-56). Faversham: IATEFL Research Special Interest Group.
Dawson, S. J., Ihara, P., & Zhang, K. (2017). EAP learners exploring their own language learning lives through Exploratory Practice. In T. Stewart (Ed.), Voices from the TESOL Classroom: Participant inquiries in Higher Education classes (pp. 7-13). Alexandria: TESOL Press.
Doğdu, B., & Arca, D. (2018). Why do students consider integrated skills lessons as a grammar and vocabulary lesson? In K. Dikilitaş & J. Hanks (Eds.), Developing Language Teachers with Exploratory Practice: Innovations and explorations in language education. (pp. 181-203). London: Palgrave Macmillan.
Freeman, D. (1996). Redefining the relationship between research and what teachers know. In K. M. Bailey & D. Nunan (Eds.), Voices from the Language Classroom (pp. 88-115). Cambridge: Cambridge University Press.
Gao, A., Barkhuizen, G., & Chow, A. (2010). ‘Nowadays teachers are relatively obedient: Understanding primary school English teachers’ conceptions of and drives for research in China. Language Teaching Research, 15(1), 61-81.
Gieve, S., & Miller, I. K. (Eds.). (2006). Understanding the Language Classroom. Basingstoke: Palgrave Macmillan.
Gieve, S., & Miller, I. K. (2006). What do we mean by ‘Quality of Classroom Life’? In S. Gieve & I. K. Miller (Eds.), Understanding the Language Classroom (pp. 18-46). Basingstoke: Palgrave Macmillan.
Gunn, C. (2003). Exploring second language communicative competence. Language Teaching Research, 7(2), 240-258.
Gunn, C. (Ed.) (2009). Exploring TESOL Practices in the Arabian Gulf. Dubai: TESOL Arabia.
Hanks, J. (2019). From research-as-practice to exploratory practice-as-research in language teaching and beyond. Language Teaching, 52(2), pp.143-187. State-of-the-Art article. DOI: https://doi.org/10.1017/
Hanks, J. (2019). Identity and trust: Issues raised when practitioners engage in researching practice. The European Journal of Applied Linguistics and TEFL, 8(2), pp.3-22.
Hanks, J. (2018). Supporting language teachers as they engage in research. ETAS Special Supplement Research Literacy Part 3: Supporting teacher research in English language teaching, 35(3), pp.48-50.
Hanks, J., & Dikilitaş, K. (2018). Mentoring language teaching professionals in/through Exploratory Practice. In K. Dikilitaş & J. Hanks (Eds.), Developing Language Teachers with Exploratory Practice: Innovations and explorations in language education: (pp. 11-37). London: Palgrave Macmillan.
Hanks, J. (2017). Exploratory Practice in Language Teaching: Puzzling about principles and practices. London: Palgrave Macmillan.
Hanks, J. (2017) Integrating Research and Pedagogy: An Exploratory Practice approach. System 68, pp.38-49
Hanks, J. (2016). What might research AS practice look like? In K. Dikilitas, M. Wyatt, J. Hanks & D. Bullock (Eds.), Teachers Engaging in Research (pp. 19-30). Faversham: IATEFL.
Wyatt, M., Burns, A. & Hanks, J. (2016). Teacher/practitioner research: Reflections on an online discussion. TESL-EJ, 20(1), pp. 1-22. http://www.tesl-ej.org/
Hanks, J. (2015a). ‘Education is not just teaching’: learner thoughts on Exploratory Practice. ELT Journal, 69(2), pp. 117-128. (Editor’s Choice, April 2015) https://doi.org/10.1093/
Hanks, J. (2015b). Language teachers making sense of Exploratory Practice. Language Teaching Research, 19(5), pp. 612-633. https://doi.org/10.
Hanks, J. (2018). Supporting language teachers as they engage in research. ETAS Special Supplement Research Literacy Part 3: Supporting teacher research in English language teaching, 35(3), pp.48-50.
Hanks, J., & Dikilitaş, K. (2018). Mentoring language teaching professionals in/through Exploratory Practice. In K. Dikilitaş & J. Hanks (Eds.), Developing Language Teachers with Exploratory Practice: Innovations and explorations in language education: (pp. 11-37). London: Palgrave Macmillan.
Hanks, J. (2017b) Integrating Research and Pedagogy: An Exploratory Practice approach. System 68, pp.38-49
Hanks, J. (2016). What might research AS practice look like? In K. Dikilitas, M. Wyatt, J. Hanks & D. Bullock (Eds.), Teachers Engaging in Research (pp. 19-30). Faversham: IATEFL.
Wyatt, M., Burns, A. & Hanks, J. (2016). Teacher/practitioner research: Reflections on an online discussion. TESL-EJ, 20(1), pp. 1-22. http://www.tesl-ej.org/wordpress/issues/volume20/ej77/ej77int/
Hanks, J. (2015a). ‘Education is not just teaching’: learner thoughts on Exploratory Practice. ELT Journal, 69(2), pp. 117-128. (Editor’s Choice, April 2015)
Hanks, J. (2015b). Language teachers making sense of Exploratory Practice. Language Teaching Research, 19(5), pp. 612-633.
Hanks, J. (2014). Exploring practitioner perspectives on collaboration, cooperation and community in the language classroom. In R. Chartrand, G. Brooks, M. Porter, & M. Grogan (Eds.), Collaboration, cooperation and community in ELT conference (pp. 9-18). Nagoya, Japan: JALT. Retrieved fromhttp://www.pansig.org/sites/default/files/pansig2013proceedings.pdf.
Hanks, J. (2012). Inclusivity and trust in Exploratory Practice: A case study of principles in practice. In D. Soneson & E. Tarone (Eds.), Expanding our Horizons: Language teacher education in the 21st century (pp. 117-138). Minneapolis: University of Minnesota.
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.
Cecilia Heyes. Cognitive Gadgets: The Cultural Evolution of Thinking. 2018. The Belknap Press of Harvard University Press.
Kahneman, D. (2011). Thinking, Fast and Slow. UK: Penguin Random House.
Kelchtermans, G. (2004). CPD for professional renewal: moving beyond knowledge for practice. In C. Day & J. Sachs (Eds.), International Handbook on the Continuing Professional Development of Teachers. (pp. 217-237). Berkshire: Open University Press.
Kohonen, V. (2009). Reflection, Interaction and Authenticity: Towards transformative professionalism in foreign language teacher education. 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. 133-158). Bern: Peter Lang.
Kuschnir, A., & Machado, B. (2003). Puzzling and puzzling about puzzle development. Language Teaching Research, 7(2), 163-180.
Lefstein, A., & Snell, J. (2014). Better than Best Practice: Developing teaching and learning through dialogue. Abingdon: Routledge.
Lyra, I., Fish Braga, S., & Braga, W. (2003). What puzzles teachers in Rio de Janeiro, and what keeps them going? Language Teaching Research, 7(2), 143-162.
Malderez, A., & Wedell, M. (2007). Teaching Teachers: Processes and practices. London: Continuum.
Mann, S. (2016). The Research Interview: Reflective practice and reflexivity in research processes. Basingstoke: Palgrave Macmillan.
McNiff, J., & Whitehead, J. (2002). Action Research: Principles and practice. Abingdon: RoutledgeFalmer.
Miller, I. K., Côrtes, T. C. R., de Oliveira, A. F. A., & Braga, W. (2015). Exploratory Practice in Initial Teacher Education: Working collaboratively for understandings. In D. Bullock & R. Smith (Eds.), Teachers Research! (pp. 65-71). Faversham: IATEFL Research Special Interest Group.
Miller, I. K., & Cunha, M. I. (2017). Exploratory Practice in Continuing Professional Development: Critical and ethical issues. In K. Dikilitaş & I. H. Erten (Eds.), Facilitating In-service Teacher Training for Professional Development (pp. 61-85): IGI Global.
Moraes Bezerra, I. C. R., & Miller, I. K. (2015). Exploratory Practice and new Literacy Studies: Building epistemological connections. Pensares em Revista, 6, 90-128.
Norton, B. (2013). Identity and Language Learning: Extending the conversation (2nd ed.). Bristol: Multilingual Matters.
Osterman, K. F., & Kottkamp, R. B. (2004). Reflective Practice for Educators: Professional development to improve student learning (2nd ed.). Thousand Oaks, CA: Corwin Press.
Paran, A., & Sercu, L. (Eds.). (2010). Testing the Untestable in Language Education. Bristol: Multilingual Matters.
Perpignan, H. (2003). Exploring the written feedback dialogue: A research, learning and teaching practice. Language Teaching Research, 7(2), 159-278
Reinders, H., & Benson, P. (2017). Language learning beyond the classroom. Language Teaching, 50(4), 561-578.
Reis-Jorge, J. (2012). Teachers’ conceptions of teacher-research and self-perceptions as enquiring practitioners – A longitudinal case study. Teaching and Teacher Education, 23, 402-417.
Silver, R. E. (2008). Trainee teachers’ understanding of content/language connections. Language Teaching Research, 12(1), 105-124.
Simpson, J. (Ed.) (2011). The Routledge Handbook of Applied Linguistics. Abingdon: Routledge.
Slimani-Rolls, A. (2003). Exploring a world of paradoxes: An investigation of group work. Language Teaching Research, 7(2), 221-239.
Slimani-Rolls, A. (2005). Rethinking task-based language learning: What we can learn from the learners. Language Teaching Research, 9(2), 195-218.
Slimani-Rolls, A. (2009). Complexity and Idiosyncracy of Classroom Life. 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. 57-75). Bern: Peter Lang.
Slimani-Rolls, A., & Kiely, R. (2014). ‘We are the Change we seek: developing a Teachers’ Understanding of Classroom Practice. . Innovations in Education and Teaching International., 51(4), 425-435.
Slimani-Rolls, A., & Kiely, R. (2018). Exploratory Practice for Continuing Professional Development: an innovative approach for language teachers. London: Palgrave Macmillan.
Smith, C. (2009). Developing a new English for academic purposes course: Administrator-teacher-student collaboration. 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. 95-113). Bern: Peter Lang.
Smith, R., & Bullock, D. (Eds.). (2015). Teachers Research! Faversham: IATEFL.
Smyth, J. (2011). Critical Pedagogy for Social Justice. New York: Bloomsbury Academic.
Soares, D. (2008). Understanding class blogs as a tool for language development. Language Teaching Research, 12(4), 517-533.
Sousanis, N. (2015). Unflattening. Cambridge, MA: Harvard University Press.
Stewart, A., Croker, R., & Hanks, J. (2014). Exploring the principles of Exploratory Practice: Quality of Life or Quality of Learning? In A. Barfield & A. Minematsu (Eds.), Different Cases: Different Interests (pp. 132-148). Tokyo: JALT Learner Development SIG.
Michael Tomasello. Origins of Human Communication. 2008. MIT Press
Wallace, M. and Wray, A. (2016 Critical Reading and Writing for Postgraduates 3rd ed. London: Sage
Wellington, J, Bathmaker, A-M, Hunt, C. McCulluch, G and Sikes, P. (2005) Succeeding with your Doctorate London: Sage
Wright, T. (2005). Classroom Management in Language Education. Basingstoke: Palgrave Macmillan.
Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching, 43(3), 259-296.
Wu, Z. (2006). Understanding practitioner research as a form of life: An Eastern interpretation of Exploratory Practice. Language Teaching Research, 10(3), 331-350.
Wyatt, M. (2011). Teachers researching their own practice. ELT Journal, 65(4), 417-425.
Wyatt, M., Burns, A., & Hanks, J. (2016). Teacher/practitioner research: Reflections on an online discussion. TESL-EJ http://www.tesl-ej.org/wordpress/issues/volume20/ej77/ej77int/, 20(1), 1-22.
Wyatt, M., & Pasamar Marquez, C. (2016). Helping first-year undergraduates engage in language research. Language Teaching Research, 20(2), 146-164.
Yanez, L., & Coyle, Y. (2011). Children’s perceptions of learning with an interactive whiteboard. ELT Journal, 65(4), 446-457.
Yang, M., Badger, R., & Zhen, Y. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15, 179-200.
Yates, L. (2004). What Does Good Education Research Look Like? Maidenhead: Oxford University Press.
Yoshida, T., Imai, H., Nakata, Y., Tajino, A., Takeuchi, O., & Tamai, K. (Eds.). (2009). Researching Language Teaching and Learning: An integration of practice and theory. Bern: Peter Lang.
Zeichner, K. M., & Noffke, S. E. (2001). Practitioner Research. In V. Richardson (Ed.), Handbook of Research on Teaching (4th ed., pp. 298-330). Washington: American Educational Research Association.
Zhang, R. (2004). Using the principles of Exploratory Practice to guide group work in an extensive reading class in China. Language Teaching Research, 8(3), 331-345.
Zhao, H. (2010). Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing Writing, 15, 3-17.
Zheng, C. (2012). Understanding the learning process of peer feedback activity: An ethnographic study of Exploratory Practice. Language Teaching Research, 16(1), 109-126.
Digital Resources:
Pat Thomson’s blog – https://patthomson.net/
Pat Thomson is a Professor of Education in the School of Education, at The University of Nottingham. Her research is centred primarily on how schools might change to be more engaging and meaningful for more children and young people.
