- Title
- Researching language teaching: Understanding practice through situated classroom research
- Creator
- Murray, Sarah R
- Creator
- Nhlapo, Malefu
- Subject
- To be catalogued
- Date Issued
- 2001
- Date
- 2001
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/469492
- Identifier
- vital:77247
- Identifier
- https://doi.org/10.2989/16073610109486293
- Description
- In this article we argue that second language acquisition (SLA) research and theory have a significant role to play in teacher education, especially at the masters level. The danger of overly practical approaches is that they cannot challenge current practice in ways that are both critical and rigorous. However, to engage critically with practice, SLA research must be situated in its institutional, social and cultural settings. We argue that situated research into classroom interaction provides second language teachers with opportunities to theorize and improve practice.
- Format
- 10 pages
- Format
- Language
- English
- Relation
- Southern African linguistics and applied language studies
- Relation
- Murray, S. and Nhlapo, M., 2001. Researching language teaching: Understanding practice through situated classroom research. Southern African Linguistics and Applied Language Studies, 19(3-4), pp.291-301
- Relation
- Southern African linguistics and applied language studies volume 19 number 3-4 291 301 2001 1727-9461
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
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- Visitors: 40
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Collections
Murray, Sarah (Mrs)
RU Department of Education
SDG 04. Quality Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Researching language teaching.pdf | 687 KB | Adobe Acrobat PDF | View Details Download |