Changing thinking, transforming action

Abstract

‘Moving forward’ in relation to what has been the focus of this book – boys’ relationship with foreign language learning – involves some foundational rethinking as well as different ways of ‘doing’. As we have argued, both theoretically and through the evidence of our research data, the relationship is a complex one, which lends itself to neither failsafe prescriptions, state of the art solutions nor best-practice guidelines. Things aren’t that easy. But the nature and shape of the relationship is of concern, and there are recommendations to be made; and they are as much to do with changing ways of thinking and engaging in dialogue as prescribing ways of doing. We have argued throughout that the relationship between theory and practice is relational and reciprocal. Theory doesn’t take the lead and practice the advice. As Pennycook suggests, we need to be thinking in terms of ‘praxis’ 2001:172). The issue we’ve been exploring sits inside several interconnected frames; each of which is juggling its own theory–practice dynamic; each of which calls for explicit attention.