Advertisement

Gaining Deeper Understanding of Teaching Speaking Skills from Collaborative Inquiry

  • Assia Slimani-Rolls
  • Richard Kiely
Chapter

Abstract

This chapter presents an account of a teacher working collaboratively with students to gain a deeper understanding of the ways classroom activities transfer into development of students’ spoken English. The Exploratory Practice (EP) processes of collaboration and inquiry, carried out within the Language Teacher Research (LTR) project, show how the teacher developed insights into aspects of teaching, and the factors which seem to account for the relationship between what is taught and what is learnt. The EP led to shared understanding with students, and to a new-found sense of confidence as a teacher, and new connections to the literature.

References

  1. Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7(2), 113–141.CrossRefGoogle Scholar
  2. Allwright, D., & Hanks, J. (2009). The developing language learner: An introduction to Exploratory Practice. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  3. Borg, S. (2010). Language teacher research engagement. Language Teaching, 43(4), 391–429.CrossRefGoogle Scholar
  4. Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.Google Scholar
  5. Ellis, R. (1990). Instructed second language acquisition. Oxford: Blackwell.Google Scholar
  6. Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.Google Scholar
  7. Gower, R., Philips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: Macmillan Education.Google Scholar
  8. Hall, G. (2011). Exploring English language teaching: Language in action. Abingdon: Routledge.Google Scholar
  9. Hiebert, J., Gallimore, R., & Stigler, J. W. (2003). The new heroes of teaching. Education Week, 23(10), 42–56.Google Scholar
  10. Lightbown, P. M., & Spada, N. (1999). How languages are learned. Oxford: Oxford University Press.Google Scholar
  11. Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge.Google Scholar
  12. O’Dwyer, S. (2006). The English teacher as facilitator and authority. TESL-EJ [e-journal], 9(4). Available at http://www.tesl-ej.org/wordpress/issues/volume9/ej36/ej36a2/. Accessed 20 October 2016.
  13. Renandya, W. A., & Richards, J. C. (Eds.). (2008). Methodology in language teaching (11th ed.). Cambridge: Cambridge University Press.Google Scholar
  14. Rotschild, T. (2014). Designing and implementing informed task-based second language speaking/listening instruction. Unpublished M.Phil Thesis. The College of Teachers at UCL, Institute of Education, UK.Google Scholar
  15. Sharp, C. (2007). Making research make a difference. Teacher research: A small-scale study to look at impact. Chelmsford: Flare.Google Scholar
  16. Willis, J. (1996). A framework for task-based learning. London: Longman.Google Scholar
  17. Worrall, N. (2004). Trying to build a research culture in a school: Trying to find the right questions to ask. Teacher Development, 8(2 and 3), 137–148.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Institute of Languages and CultureRegent’s University LondonLondonUK
  2. 2.Modern Languages and LinguisticsUniversity of SouthamptonSouthamptonUK

Personalised recommendations