Abstract
This book is part of the Palgrave Macmillan Research and Practice in Applied Linguistics series. In the General Editors’ Preface to the book, Candlin and Hall state that the overall objective of the series is ‘to illustrate the message that in Applied Linguistics there can be no good professional practice that isn’t based on good research, and there can be no good research that isn’t informed by practice’ (p. xiii). Allwright and Hanks’ book adopts this position in presenting Exploratory Practice as a model of practitioner research that recognizes language learners as practitioners of language learning, alongside language teachers as practitioners of language teaching. It is a systematically presented, clearly written and engaging book that is a valuable addition to the possible reading list for lecturers and participants on in-service language teacher education courses such as the Cambridge Delta and MA/MEd courses in TESOL and Applied Linguistics.
The introduction to the book presents five key propositions about learners that are used as a framework for the remaining parts. These propositions are: (1) Learners are unique individuals who learn and develop best in their own idiosyncratic ways; (2) Learners are social beings who learn and develop best in mutually supportive environments; (3) Learners are capable of taking learning seriously; (4) Learners are capable of independent decision making; and (5) Learners are capable of developing as practitioners of learning. Allwright and Hanks acknowledge that these propositions are far from controversial and would almost certainly find ready agreement among experienced language teachers; however, they argue that the power of these ideas is not often recognized and the classroom reality for most learners lags a long way behind ideals of learner-centredness.
Part 1 considers the five propositions in relation to language assessment, language teaching methods, language teacher training, learner variables, and second language acquisition research. Part 2 is titled ‘Research Models: What We Have and What We Need’. It explores and critiques the epistemological and ethical underpinnings of ‘third-party’ research (where the researcher is an outsider to the situation under investigation) and makes the case for principled and learner-inclusive practitioner research, in the form of Exploratory Practice. Part 3 offers practical support and ideas for those considering using Exploratory Practice in their own teaching-learning context. This is done through case studies in a variety of international contexts, notably Rio de Janeiro, where, as Allwright and Hanks note (p. 216), through the work of the of Rio Exploratory Practice Group, the principles and practice of this research model have principally emerged and evolved. Part 4 offers sources (books, journals, websites, associations and conferences) and resources (classroom material and position papers) for Exploratory Practice.
The analysis in Part 1 is focused, succinct and occasionally challenging of accepted understandings and practices. It would provide excellent material for discussion on in-service language teacher education courses, in which sessions on the role of the learner are often not linked to substantive topics. It would be particularly interesting and valuable for teachers, particularly those from a variety of teaching-learning contexts, to discuss their assessment of the ability and willingness of their learners to be actively involved in researching their own learning.
The discussion in Part 2 of the epistemological and ethical issues in language classroom-based research could be used productively in courses, or course components, dealing with research methods in Applied Linguistics. However, the critique of Action Research in Part 2 – as demonstrating the continuing influence of third-party research, focusing on the teacher and thereby risking the potential marginalization of the learner, and focusing on change rather than understanding (pp. 142–45) – seems dated in the light of recent work in Action Research, particularly in Australia, New Zealand and Singapore.
Part 3 is clear and practical. It will appeal to readers with limited research experience who may find it easier to engage with research methodology issues through reading narratives of researchers’ experiences, rather than through more ‘academic’ discussion of the issues. Part 4 is a useful bank of resources for novice language classroom researchers, irrespective of whether they adopt Exploratory Practice as a model.
Overall, this is a welcome addition to the literature on language learning, language teacher education, language teacher learning more broadly, and research in these fields.