Reflective Practice in ELT; Thomas S.C. Farrell

Thomas S.C. Farrell [+–]

Brock University

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Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada. His professional interests include Reflective Practice, and Language Teacher Education & Development. He has published widely and has presented at major conferences worldwide on these topics. His webpage is: www.reflectiveinquiry.ca

Reflective Practice in ELT is the first book in a new series consisting of several practice-oriented books that introduce cutting-edge research and practical applications of that research related to reflective practice in language education. Written by the series editor, this book acts as an introduction to the series. It discusses the concept of reflective practice in general, outlines the various models and approaches to reflective practice, and gives guidelines on cultivating reflective practice.

Series: Reflective Practice in Language Education

Introduction

Introduction [+–] 1-4

The concept of reflective practice has proliferated over the last few decades in many professions such as medicine, law, business and education. Within the field of education reflective practice has become a very popular concept within teacher education and development programs and perhaps its main appeal according to Loughran (2000: 33) is that it “rings true for most people as something useful” to practice. Indeed as McLaughlin (1999:9) has remarked, “Who would want to champion the unreflective practitioner?” The general consensus is that teachers who are encouraged to engage in reflective practice can gain new insight of their practice. There have been similar developments in the field of teaching English to speakers of other languages (TESOL) where the allure of reflective practice seems to have also been embraced as an important educational paradigm that should be supported in teacher education and development programs. This book is the first in a new series consisting of several practical oriented books that introduce cutting-edge research and practical applications of that research related to reflective practice in language education. Written by the series editor, it acts an introduction to the series and outlines and discusses the concept of reflective practice in general, the various models and approaches to reflective practice and gives guidance on cultivating reflective practice.

Chapter 1

What Is Reflective Practice? [+–] 5-28

Reflection and reflective practice have now become common terms used in teacher education and development programs worldwide. However, there is still not agreement across the professions about how to define the concept or indeed what strategies promote reflection. This chapter will first discuss the terms reflection, reflective practice and critical reflection to set the scene for the remainder of the discussion on what reflective practice is by outlining different definitions of reflective practice as outlined in the literature in general education and TESOL and the different levels of reflection.

Chapter 2

Typologies of Reflective Practice [+–] 29-57

This chapter thus outlines and discusses different typologies of reflective practice starting with John Dewey’s original typology and then move to Donald Schön’s development of Dewey’s original reflective inquiry model. Since Schön’s work led to reigniting interest in reflective practice, many different typologies developed and are discussed in this chapter. These include discussions of typologies by David Kolb, Graham Gibbs, Christopher Johns, Stephen Brookfield, and Terry Borton. The chapter also outlines and discusses this author’s understanding of the concept of reflective practice in the field of teaching English to speakers of other languages (TESOL) and his interpretation of this concept through his two typologies of reflection: his early typology as well as his relatively new typology or framework for reflecting on practice for TESOL professionals.

Chapter 3

Six Principles of Reflective Practice [+–] 58-78

This chapter outlines and discuss six principles of reflective practice. Principle 1: Reflective Practice is Holistic; Principle 2: Reflective Practice is Evidence-Based; Principle 3: Reflective Practice Involves Dialogue; Principle 4: Reflective Practice Bridges Principles & Practices; Principle 5: Reflective practice Requires a Disposition to Inquiry; Principle 6: Reflective Practice is A Way of Life. These principles show how the important concept of reflective practice is not just a collection of methods to ‘fix’ perceived problems related to teaching. The the six principles outlined and discussed in this chapter point to the depth associated with reflection that starts with the teacher-as-person and extends into and beyond the classroom to encompass a teacher’s career and life.

Chapter 4

Tools of Reflective Practice [+–] 79-102

This chapter outlines and discusses the most frequently used reflective tools or instruments that teachers can use and how they can be used. These include dialogue, writing, classroom observations, action research, narrative study, lesson study, case analysis and concept mapping. The chapter also discusses the benefits and challenges of using such tools as they reflect on their practice.

Chapter 5

One Teacher’s Reflective Journey [+–] 103-124

This chapter outlines one experienced TESOL teacher’s reflective journey using a framework for reflecting on practice that included reflections on his philosophy, principles, theory, practice, and beyond practice. The results of his reflective journey revealed that the common themes of approachability, art-oriented conceptions, and curiosity emerged in all aspects of his reflections. However, these themes did not emerge in the same form in each aspect of teacher’s reflections, but rather as uniquely influential parts of a larger whole. The holistic framework for teacher reflection employed in his journey provided multiple filters through which these various parts could be viewed. The complex and dynamic nature of this type of reflection attests to the importance of frequent reflective practice for gaining a complete understanding of the factors that influence what teachers do in the classroom.

Chapter 6

Cultivating Relfective Practice [+–] 125-144

This chapter outlines and discusses how reflective practice can be cultivated individually and within a school or institution so that it can move from its customary place in many institutions as a mandatory ritual to a more meaningful developmental and collaborative process for teachers, and administrators. The power of reflective practice will be more powerful if it is more collegial and if everyone sees its benefits and an integral part of organizational life in such educational settings. The chapter begins though by suggesting that before we can encourage a culture of reflection in the school, we must first cultivate a reflective disposition in individual teachers within the school.

Chapter 7

Ten Questions for Reflection [+–] 145-169

This final chapter poses ten important questions related to reflective practice: 1. Has reflective practice become just another bandwagon? 2. Has TESOL embraced reflective practice? 3. How can we make reflective practice workable for all teachers? 4. Is it possible to teach preservice language teachers to reflect? 5. Can reflection be faked? 6. Is it possible to assess reflection? 7. Can reflective practice be used for teacher evaluation? 8. What are some of the criticisms of reflective practice? 9. What are the benefits of engaging in reflective practice? 10. What is the future for reflective practice? The chapter attempts to answer each question.

End Matter

References [+–] 170-177

The concept of reflective practice has proliferated over the last few decades in many professions such as medicine, law, business and education. Within the field of education reflective practice has become a very popular concept within teacher education and development programs and perhaps its main appeal according to Loughran (2000: 33) is that it ‘rings true for most people as something useful’ to practice. Indeed as McLaughlin (1999:9) has remarked, ‘Who would want to champion the unreflective practitioner?’ The general consensus is that teachers who are encouraged to engage in reflective practice can gain new insight of their practice. There have been similar developments in the field of teaching English to speakers of other languages (TESOL) where the allure of reflective practice seems to have also been embraced as an important educational paradigm that should be supported in teacher education and development programs. This book is the first in a new series consisting of several practical oriented books that introduce cutting-edge research and practical applications of that research related to reflective practice in language education. Written by the series editor, it acts an introduction to the series and outlines and discusses the concept of reflective practice in general, the various models and approaches to reflective practice and gives guidance on cultivating reflective practice.

Index [+–] 178-179

The concept of reflective practice has proliferated over the last few decades in many professions such as medicine, law, business and education. Within the field of education reflective practice has become a very popular concept within teacher education and development programs and perhaps its main appeal according to Loughran (2000: 33) is that it ‘rings true for most people as something useful’ to practice. Indeed as McLaughlin (1999:9) has remarked, ‘Who would want to champion the unreflective practitioner?’ The general consensus is that teachers who are encouraged to engage in reflective practice can gain new insight of their practice. There have been similar developments in the field of teaching English to speakers of other languages (TESOL) where the allure of reflective practice seems to have also been embraced as an important educational paradigm that should be supported in teacher education and development programs. This book is the first in a new series consisting of several practical oriented books that introduce cutting-edge research and practical applications of that research related to reflective practice in language education. Written by the series editor, it acts an introduction to the series and outlines and discusses the concept of reflective practice in general, the various models and approaches to reflective practice and gives guidance on cultivating reflective practice.

Reviews

This text comes highly recommended and although the primary readership is described as those preparing to become language teachers or TESOL professionals, the book is not culture bound and has great applicability beyond the general ELT arena. Therefore, it is equally valuable to tutors, lecturers and practitioners involved in EOP, EAP, ESAP and academic literacies, since all these professionals need to embrace RP at some point in their careers. This also justifies the review of this publication in this Journal. The book ought to be a prescribed source for pre-service, novice and experienced teachers. Programme administrators, supervisors, and mentors will also find the contents useful as a refresher for evaluating their own practice.
Professional and Academic English Journal

Reflective practice in language education is multi-faceted and ever-changing. Hence, any attempt, such as this book, to provide an update in a timely and comprehensive manner is no mean feat. As a creditable introduction to reflective practice for language educators, Reflective Practice in ELT, together with the forthcoming titles in this series, is set to ‘enlighten and inform us all so that we can continue to provide the best learning opportunities for all our readers.’
RELC Journal

Farrell’s extensive knowledge and experience in reflective practice and language teacher education is clear throughout the book. He elevates the discussion of RP in the field from a mere “methods obsession” (p. 12) to a holistic approach proposed in his framework for reflecting on practice. The quality of the discussions and accessibility of the language makes this book an ideal tool for professionals at various levels of teaching experience to become more familiar with the topic of reflective practice. Furthermore, it should be highly considered as a textbook for undergraduate and graduate TESOL programs, as well as for language teacher professional development programs. This book has potential for promoting a culture of RP among individuals and institutions. It can empower teachers to take control of their practice and provide students with a better learning experience.
TESL CANADA JOURNAL/REVUE TESL DU CANADA

Well worth the read for its overview of the tools of reflection and its acknowledgement of the affective and ethical dimensions of RP. This book is needed now for the reminder it provides that, despite recent seismic shifts in the logistics of our profession, we still reflect and teach with our whole selves.
English Australia Journal

The book introduces readers to the theoretical and methodological foundations of RP and its specific application to the field of TESOL/ELT. Although all descriptions, summaries, and positions are duly supported with references to the body of scholarship and research on the subject, the book is written in a personal style which assumes no prior knowledge, making it accessible and informative for experienced researchers, expert teacher trainers, and pre-and in-service language teachers alike. Unlike some introductions to topics in TESOL/ELT, this book actively resists the temptation of prescription.
Iperstoria: Journal of American and English Studies

Farrell is a passionate advocate for teachers. The key arguments for RP, as well as warnings against a poorly conceptualised RP, are clearly articulated and this is a thought-provoking volume, not just for ELT teachers but for all educators. As an introduction to the series, this short volume engagingly sets out key issues and questions for further exploration.
BAAL News

Proves to be very useful for reference at any level. Farrell’s reflective teaching outlook shows awareness of the dynamic and ever-changing process that our career entails. As teachers, we are lifelong learners, and reflection is undoubtedly an asset for transmitting enthusiasm and willingness to learn to the students in an era of rapid information access where critical thinking becomes a crucial element.
Innovation in Language Learning and Teaching

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Reflective Practice in ELT

Thomas S.C. Farrell [+–]

Brock University

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