HOW I LEARNED TO STOP WORRYING ABOUT ENGLISH AS A LINGUA FRANCA AND TO LOVE RESEARCH

Cooper, Robert (2017) HOW I LEARNED TO STOP WORRYING ABOUT ENGLISH AS A LINGUA FRANCA AND TO LOVE RESEARCH. ELT Research (32). ISSN 2520-2537

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Abstract

What follows is a confession of how I became a teacher-researcher and why I value that transition, as opposed to a pure research account. After teaching for ten years, I had started doing an MA in order to break out of my teaching routines, although the first few months had relatively little direct impact on my work. This all changed, however, when an apparently routine assignment provoked me to stand up and question what I, as a teacher, was being encouraged to do by a group of (admittedly well-intentioned) researchers. This account, therefore, does not seek to describe a specific piece of research, but rather to highlight what teachers stand to gain by recognising their doubts about established research and practice, and directly conducting their own inquiries to explore these doubts. I would like to argue that it is not wider reading or engagement with research that empowers us as teachers, but rather the ability to pause, consider and, via systematic inquiry, directly challenge the recommendations we are offered.

Item Type: Journal Article
Additional Information: This is the accepted manuscript version of the article. The publisherd Version of Record is (c) of the publisher and is available in the published journal.
Subjects: 300 Social sciences > 370 Education
400 Language > 410 Linguistics
School/Department: School of Arts and Humanities
Depositing User: Kevin Sanders
Date Deposited: 02 May 2017 07:56
Last Modified: 02 May 2017 07:56
URI: http://research.stmarys.ac.uk/id/eprint/1501

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