Titlebook: Exploratory Practice in Language Teaching; Puzzling About Princ Judith Hanks Book 2017 The Editor(s) (if applicable) and The Author(s) 2017

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Integrating Research and Pedagogyexts, with different groups of practitioners. In the following pages, we see EP inviting practitioners to use their research activities as a way of getting their work done as advocated by Allwright and Hanks (2009). We follow up the vignettes begun in Part One: What happened when teachers and learne

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Continuing Personal and Professional Development scope beyond language teaching itself, to include continuing professional development – and to acknowledge the importance also of continuing personal development – to include others, not only language learners and teachers but also educational psychologists, teacher educators, and teacher trainers.

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PEPAs, Culture, and Identitythemselves to becoming investigative tools? Essentially, this chapter is about ‘making it happen’ – how can busy practitioners begin, and continue, to engage in systematic, purposeful, . investigations into practice? And how are their activities deeply embedded in cultural and social beliefs, as wel

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Exploratory Practice Voicesoratory Practice (EP), but also brings the field up-to-date with more recent developments. The book aims to take EP’s ethical, practical, theoretical framework, and analyse it thoughtfully, moving from practice to research and theory, back to practice. But as we have seen, there is more than one voi

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2946-2258 atory) practice-as-research.Judith Hanks is Lecturer in TESOL at the University of Leeds, UK. Her work bridges specialist areas in language teacher education, intercultural communication, TESOL and EAP.978-1-137-45711-0978-1-137-45344-0Series ISSN 2946-2258 Series E-ISSN 2946-2266