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Professor Jack C. Richards has been an enduring and highly influential contributor to the field of applied linguistics and English language teaching for the best part of 60 years. He has touched the professional lives of many people... more
Professor Jack C. Richards has been an enduring and highly influential contributor to the field of applied linguistics and English language teaching for the best part of 60 years. He has touched the professional lives of many people working in these fields all over the world – researchers and academic colleagues, materials writers, undergraduate, graduate and doctoral students, teacher educators and teachers, and language learners, and publishers. His publication output is legendary and it continues to guide and inspire the ELT profession. To provide an example of how Professor Richards influences, supports and mentors those he works with, in this paper I trace my own personal history and experiences of my encounters with his publications, and my collaborations with him as an author. My intention is to tease out, at least in part, the scope of his many professional interests and the way in which they have affected my own work. These works include a focus on the teaching of speaking ...
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In this article, we report on an action research project we facilitated with three modern language teachers working in secondary schools in the West Midlands and Yorkshire. Over a period of approximately nine months we worked... more
In this article, we report on an action research project we facilitated with three modern language teachers working in secondary schools in the West Midlands and Yorkshire. Over a period of approximately nine months we worked collaboratively with the teachers to facilitate action research processes in their classrooms, where they were teaching either French or Spanish. We outline the structure we put in place to sustain the project and explain what conducting classroom-based action research involves. We then briefly describe the research projects carried out by the teachers. We conclude by reflecting on some of the impacts of action research on the teachers’ practice and on our own thinking as teacher educators.
Research Interests: Sociology and Psychology
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insights from the AMEP This paper explores collaborative action research processes in the AMEP over the last decade. It refers first to some of the major projects under-taken nationally and describes the steps involved in identifying and... more
insights from the AMEP This paper explores collaborative action research processes in the AMEP over the last decade. It refers first to some of the major projects under-taken nationally and describes the steps involved in identifying and conducting these projects. Its main purpose, however, is to describe a recent project whose aim was to identify some of the factors that need to be taken into account when AMEP professional development personnel initiate action research projects at the local organisational level. Background Over the last few years action research as a means of developing reflective
In this article, we describe and model the language classroom as a complex adaptive system (see Logan & Schumann, 2005). We argue that linear, categorical descriptions of classroom processes and interactions do not sufficiently explain... more
In this article, we describe and model the language classroom as a complex adaptive system (see Logan & Schumann, 2005). We argue that linear, categorical descriptions of classroom processes and interactions do not sufficiently explain the complex nature of classrooms, and cannot account for how classroom change occurs (or does not occur), over time. A relational model of classrooms is proposed which focuses on the relations between different elements (physical, environmental, cognitive, social) in the classroom and on how their interaction is crucial in understanding and describing classroom action
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A quarterly publication reporting on research, test development and validation
Systematically and explicitly addressing the teaching of speaking is an aspect of English language teaching that is often underestimated. While teachers may be presenting various speaking activities in the classroom, such activities may... more
Systematically and explicitly addressing the teaching of speaking is an aspect of English language teaching that is often underestimated. While teachers may be presenting various speaking activities in the classroom, such activities may amount to ‘doing speaking’ rather than ‘teaching speaking’. In this article, I argue that being a competent teacher of speaking involves understanding the ‘combinatorial’ nature of speaking, which includes the linguistic and discoursal features of speech, the core speaking skills that enable speakers to process and produce speech, and the communication strategies for managing and maintaining spoken interactions. The article concludes by presenting a ‘teaching-speaking cycle’ (Goh and Burns, 2012) that teachers can use to plan tasks and activities that explicitly address these aspects of speaking and that scaffold student learning.
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6 page(s
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The author argues that many of the activities included in communicative classroom instruction within TESOL have rested on the intuition of teachers and learners rather than on an explicit theory of language. A socially and contextually... more
The author argues that many of the activities included in communicative classroom instruction within TESOL have rested on the intuition of teachers and learners rather than on an explicit theory of language. A socially and contextually based theory of language as advocated in this article provides appropriate principles for communicative language teaching.
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In this chapter I argue that the approaches still widely used in language teacher education contexts are underpinned by “thing” or content-based conceptualisations, leading to forms of teacher education that, because they are essentially... more
In this chapter I argue that the approaches still widely used in language teacher education contexts are underpinned by “thing” or content-based conceptualisations, leading to forms of teacher education that, because they are essentially transmissive, place teachers in passive roles subject to externally driven accountability. In contrast, notions such as teacher learning and teacher exploration/inquiry entail “being” or person-based conceptualisations that are transformative, in that they place teachers in agentive roles, where accountability is internally-motivated. I develop this proposition by drawing on two short descriptive cases of action research initiatives I have been involved in over the last 6 years and discuss why they can be considered to represent innovations in teacher education.
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Action research focuses simultaneously on action and research. The action aspect requires some kind of planned intervention, deliberately putting into place concrete strategies, processes, or activities in the research context.... more
Action research focuses simultaneously on action and research. The action aspect requires some kind of planned intervention, deliberately putting into place concrete strategies, processes, or activities in the research context. Interventions in practice are usually in response to a perceived problem, puzzle, or question that people in the social context wish to improve or change in some way. These problems
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The to this volume teach adult english Language Learners, and all have negotiated changes to the curriculum they were required to teach. The changes occurred in very different teaching contexts around the world and interacted in various... more
The to this volume teach adult english Language Learners, and all have negotiated changes to the curriculum they were required to teach. The changes occurred in very different teaching contexts around the world and interacted in various ways with local factors
Research Interests: Curriculum and Kurikulum
If English as a foreign language (EFL) learners speak their target language in the classroom, it can help them to develop appropriate communication skills and facilitate their language acquisition ( Goh & Burns, 2012 ). As a result, many... more
If English as a foreign language (EFL) learners speak their target language in the classroom, it can help them to develop appropriate communication skills and facilitate their language acquisition ( Goh & Burns, 2012 ). As a result, many Asian governments have tried to implement communicative language teaching (CLT) policies with an emphasis on using English as the medium for learning. However, the results have been mixed, often resulting in failure ( Humphries & Burns, 2015 ). Japan is an example of this trend. Despite numerous CLT policies, classes continue to be conducted in Japanese, and student reticence to speak English is one factor blamed for this phenomenon ( King, 2013 ). In order to explore the complexities that influence students’ capacity to speak (CTS) in English in the classroom, the authors investigated the perceptions of 104 English Department undergraduates using the “narrative frames” approach ( Barkhuizen & Wette, 2008 ). Students were asked to report on the fact...
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This book offers a collection of 18 papers, most of which were originally presented at the Second International Conference on Language Teacher Education, held at the University of Minnesota in May 2001. The contents are organized around... more
This book offers a collection of 18 papers, most of which were originally presented at the Second International Conference on Language Teacher Education, held at the University of Minnesota in May 2001. The contents are organized around four major themes, all very relevant to ...
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This kit helps teachers understand the importance of pronunciation and shows authentic classroom teaching situations. The video presents a very useful overview of pronunciation. Several experienced teachers are shown presenting their own... more
This kit helps teachers understand the importance of pronunciation and shows authentic classroom teaching situations. The video presents a very useful overview of pronunciation. Several experienced teachers are shown presenting their own techniques and strategies for successfully teaching pronunciation in the classroom. Learners’ comments are also recorded. The handbook explains how to use the video materials and has photocopiable material for professional development as well as further reading and resources.
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Methodological processes used in action research are essentially iterative, exploratory, and cyclical. Therefore, a researcher utilizing action research must be prepared to adapt the design of the study creatively according to the... more
Methodological processes used in action research are essentially iterative, exploratory, and cyclical. Therefore, a researcher utilizing action research must be prepared to adapt the design of the study creatively according to the evolving circumstances and evidence emerging from the research, and in the light of the nature of the participants’ responses. In addition, the researcher must consider how she or he is positioned, both as a participant in a community of practice, and as a researcher of that community over various periods of time. The researcher must therefore be prepared to (re)examine research decisions continually from theoretical, pragmatic, and empirical perspectives. This chapter illustrates these processes and challenges by showing how a qualitative researcher, working in Australia with participants who were former refugees learning English and in particular, developing their English literacy, negotiated among the research questions that developed, the theoretical f...
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One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed... more
One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for peer-reviewed journals. We present findings from research into similar programmes about relevant factors for their success, describe the programme developed at the university with five English as a Foreign Language teachers in 2016, and discuss some reflections on this first year of the programme.
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To date, research on feedback in second language (L2) writing has primarily focused on feedback per se, with little attention paid to the teachers’ professional development with regard to feedback in writing. This study aims to explore... more
To date, research on feedback in second language (L2) writing has primarily focused on feedback per se, with little attention paid to the teachers’ professional development with regard to feedback in writing. This study aims to explore the ways in which two secondary teachers in Hong Kong attempted to implement feedback innovation in their writing classrooms after receiving some professional development input, as well as the factors that influenced their attempts at feedback innovation. The findings indicate that the teachers were unable to fully translate into practice the feedback principles acquired from teacher education and reveal a string of factors that influenced their attempts at feedback innovation. The study has implications for teacher education and teacher professional development, shedding light on how teachers can be supported to bring innovation to conventional feedback approaches in the writing classroom.
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Abstract Devised in collaboration with the Open University and Macquarie University, Australia, Analysing English in a Global Context is specifically designed for the postgraduate student market, as well as for teachers of English as a... more
Abstract Devised in collaboration with the Open University and Macquarie University, Australia, Analysing English in a Global Context is specifically designed for the postgraduate student market, as well as for teachers of English as a second or foreign language ...
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EJ562812 - Authentic Spoken Texts in the Language Classroom.
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Abstract In this talk I will consider the development of English as a global language over the last 20 years. I will begin by looking at the characteristics of a global language and tracing some of the reasons why English, and not another... more
Abstract In this talk I will consider the development of English as a global language over the last 20 years. I will begin by looking at the characteristics of a global language and tracing some of the reasons why English, and not another language, has become the ...
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... Subjects: Linguistics > Linguistics > Applied Linguistics. Divisions: Languages and Social Sciences > English Language. ID Code: 9930. Deposited By: Anne Burns. Deposited On: 06 Oct 2010 14:35. Last Modified: 28 Sep 2011... more
... Subjects: Linguistics > Linguistics > Applied Linguistics. Divisions: Languages and Social Sciences > English Language. ID Code: 9930. Deposited By: Anne Burns. Deposited On: 06 Oct 2010 14:35. Last Modified: 28 Sep 2011 11:10. Repository Staff Only: item control page. ...
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Accounts of how teacher educators begin to plan, develop, and support action research programmes for language teachers are rare, as are descriptions of the responses of the teachers who participate. This article documents and analyses the... more
Accounts of how teacher educators begin to plan, develop, and support action research programmes for language teachers are rare, as are descriptions of the responses of the teachers who participate. This article documents and analyses the initial processes of introducing and supporting a new programme of action research for language teachers at the Universidad Chileno-Británica de Cultura (UCBC) in Santiago, Chile. To evaluate the setting up of the programme and how the teachers have perceived it in its early stages, the authors, who are the programme facilitators, have conducted a meta-study. Data include workshop and meeting recordings, workshop observation notes, a reflective account, and a teacher questionnaire. The findings indicate that the teachers value the input and collaboration provided by an initial workshop, and subsequent meetings and discussions, very highly, but that issues of time, student involvement, and academic literature are areas for further debate and development. The article ends by drawing out the broader implications for UCBC and for others wishing to initiate similar action research programmes.