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.
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:
Akira Tajino: Understanding Life in the Language Classroom: A Systemic
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
Yoshiyuki Nakata: The Teacher as a Motivation Researcher
Ken Tamai: Confucianism as Cultural Constraint and its Effect on Japanese
Leo Van Lier: Perception in Language Learning
Ernesto Macaro: Teacher Code-Switching in L2 Classrooms: Exploring 'Optimal
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.