Full Description
Presenting comprehensive research conducted with learners and educators in a range of settings, this volume showcases self-reflection as a powerful tool to enhance student learning. The text builds on empirical insights to illustrate how language professionals can foster critical self-reflection amongst learners of English as an additional language.
This text uses ecologically sensitive practitioner research that addresses issues of both practical and pedagogical significance in the fields of TESOL, language teaching and learning, and teacher education. By synthesizing interdisciplinary research and theory, chapters show how various types of self-reflection—including guided and non-guided; group and individual forms; and written, oral, and technology-mediated reflection—can promote autonomous, self-regulated learning amongst students at various levels. Whilst offering readers a strong grounding in the theoretical and empirical knowledge that supports self-reflection, the volume gives constant attention is given to praxis, with a focus on effective pedagogical strategies and tools needed to implement, encourage, and evaluate critical learner reflection in readers' own teaching or research.
This volume will be a critical resource for language-teaching professionals interested in critical learner reflection, including in-service, pre-service, and teacher educators in the field of TESOL. Scholars and researchers in the fields of applied linguistics and language education more broadly will find this volume valuable.
Contents
Introduction
Part I: What is Critical Reflective Learning?
A Review of Theoretical Perspectives
What is Reflective Thinking? Definitions and Models
Fundamentals of Reflection and Learning
The Role of Reflection in Mediating Second-Language Learning and the Development of Strategic Behaviours
Part II: What Does the Research Say?
Taking Stock of the Research on Reflective Learning Across Disciplines
Reflective Learning Through Writing
Reflective Learning Through Individual Oral Reflection
Reflective Learning Through Video-Stimulated Recall
Reflective Learning Through Technology-Mediated Reflection
Part III: What Can We Do?
Research-Informed Strategies, Caveats, and Options
Facilitating Learner Reflection Through Writing
Facilitating Learner Reflection Through Individual Oral Reflection
Facilitating Learner Reflection Through Video-Stimulated Recall
Facilitating Learner Reflection Through Technology-Mediated Reflection
Part IV: How Do We Assess Reflective Learning Outcomes?
Implementing Assessments of Learner Reflection
Assessing Learner Reflection and Learning Outcomes in Class
Using Practitioner Research to Assess Learner Reflection and Learning Outcomes
Concluding Reflections
