Reflective Practice in Language Teaching

This Element examines the concept of reflective practice in language teaching, including a brief description of Dewey and Schön's conceptions and a five-stage framework for reflecting on practice. It presents an in-depth case study of an EFL teacher's reflections and discusses how reflective practice can be moved forward, emphasizing the importance of emotions in the process.

Format: Paperback / softback
Length: 75 pages
Publication date: 19 May 2022
Publisher: Cambridge University Press

This Element examines the concept of reflective practice in language teaching. It includes a brief description of what reflective practice is and how it is operationalized by two of its main protagonists, John Dewey and Donald Schön, as well as some of the limitations of their conceptions. This is used as an introduction to how the author further developed their conceptions when operationalizing reflective practice for language teachers through a five-stage framework for reflecting on practice for language teachers. The author then presents an in-depth case study of the reflections of an English as a Foreign Language (EFL) teacher working in Costa Rica as he moved through the five stages of the framework for reflecting on practice. The author then goes on to outline and discuss how reflective practice may be moved forward and calls attention to the importance of emotions in the process of reflection for language teachers.

Reflective practice is a concept that has gained significant attention in the field of language teaching in recent years. It involves the intentional and systematic reflection on one's teaching practices, with the aim of improving and enhancing one's teaching effectiveness. Reflective practice is based on the belief that teachers can learn and grow through their experiences, and that by reflecting on their teaching, they can gain new insights and perspectives that can help them improve their teaching strategies and approaches.

One of the key proponents of reflective practice in language teaching is John Dewey. Dewey believed that education should be focused on the development of the whole person, including their cognitive, emotional, and social aspects. He argued that reflective practice was an essential component of this development, as it allowed teachers to reflect on their teaching practices and gain a deeper understanding of their students' needs and learning styles.

Dewey's concept of reflective practice was operationalized through a five-stage framework. The first stage of this framework was the "observation" stage, in which teachers observed their students and their teaching practices. This stage involved paying close attention to the students' behavior, attitudes, and responses to the teacher's teaching strategies. The second stage was the "reflection" stage, in which teachers reflected on their observations and their teaching practices. This stage involved questioning their assumptions, beliefs, and practices and seeking out new insights and perspectives. The third stage was the "planning" stage, in which teachers planned their future teaching practices based on their reflections and insights. This stage involved developing new teaching strategies and approaches that were more effective and responsive to their students' needs. The fourth stage was the "implementation" stage, in which teachers implemented their planned teaching practices. This stage involved putting their new strategies and approaches into practice and evaluating their effectiveness. The fifth stage was the "evaluation" stage, in which teachers evaluated their teaching practices and their students' learning outcomes. This stage involved assessing the effectiveness of their teaching strategies and approaches and making necessary adjustments and improvements.

Another key proponent of reflective practice in language teaching is Donald Schön. Schön believed that reflective practice was an essential component of professional development, as it allowed teachers to gain a deeper understanding of their profession and their role in society. He argued that reflective practice was not just about improving one's teaching practices, but also about developing new insights and perspectives that could be applied to other aspects of one's life and work.

Schön's concept of reflective practice was operationalized through a four-stage framework. The first stage of this framework was the "observation" stage, in which teachers observed their students and their teaching practices. This stage involved paying close attention to the students' behavior, attitudes, and responses to the teacher's teaching strategies. The second stage was the "reflection" stage, in which teachers reflected on their observations and their teaching practices. This stage involved questioning their assumptions, beliefs, and practices and seeking out new insights and perspectives. The third stage was the "reflexive inquiry" stage, in which teachers engaged in critical reflection on their observations and their teaching practices. This stage involved exploring the underlying assumptions and beliefs that shaped their teaching practices and seeking out alternative perspectives and approaches. The fourth stage was the "action" stage, in which teachers took action. This stage involved implementing their new insights and perspectives and making necessary adjustments and improvements to their teaching practices.

While both Dewey and Schön's conceptions of reflective practice have been influential in the field of language teaching, they also have some limitations. One of the limitations of Dewey's concept is that it may be too focused on the individual teacher and their personal experiences. While reflective practice can be valuable for individual teachers, it may not be as effective for teachers working in larger classrooms or in more complex educational contexts. Another limitation of Dewey's concept is that it may be too prescriptive and rigid. While reflective practice can be a valuable tool for teachers, it may not be flexible enough to accommodate the diverse needs and learning styles of different students.

Schön's concept of reflective practice also has some limitations. One of the limitations of Schön's concept is that it may be too focused on the professional development of teachers and may not be as effective for students. While reflective practice can be valuable for teachers, it may not be as effective for students, as it may not provide them with the same level of personal and professional growth. Another limitation of Schön's concept is that it may be too abstract and theoretical. While reflective practice can be a valuable tool for teachers, it may not be as practical and actionable as other teaching strategies and approaches.

Despite these limitations, reflective practice remains a valuable tool for language teachers. By reflecting on their teaching practices and gaining new insights and perspectives, teachers can improve their teaching effectiveness and enhance their students' learning outcomes. Reflective practice can also help teachers develop new skills and competencies, such as critical thinking, problem-solving, and communication.

In conclusion, reflective practice is a concept that has gained significant attention in the field of language teaching in recent years. It involves the intentional and systematic reflection on one's teaching practices, with the aim of improving and enhancing one's teaching effectiveness. Reflective practice is based on the belief that teachers can learn and grow through their experiences, and that by reflecting on their teaching, they can gain new insights and perspectives that can help them improve their teaching strategies and approaches. While both Dewey and Schön's conceptions of reflective practice have been influential in the field, they also have some limitations. However, by combining these conceptions with other teaching strategies and approaches, language teachers can develop effective and engaging teaching practices that are responsive to the diverse needs and learning styles of their students.

Weight: 112g
Dimension: 152 x 228 x 7 (mm)
ISBN-13: 9781009013901