Ushioda's 'small lens' approach to researching classroom phenomena was originally intended to focus on motivation with a 'more sharply focused or contextualised angle of inquiry' (2016: 566). This can be achieved by utilising various established and emerging practitioner-based research methodologies which utilise a methodical and evidence-based design in order to gain emic insights into the language learning classroom. In this symposium, researchers will utilise a small lens approach to examine a range of psychological and social factors relating to classroom dynamics focusing on both learners and teachers, such as emotions, identity, motivation, autonomy, values and beliefs. Research done by practitioning teachers is strongly advocated in the literature on complexity paradigm approaches, both within education (Davis and Sumara, 2008) and SLA (Larson-Freeman and Cameron, 2008). As the field of applied linguistics is reshaped by a tendency toward more situated and complexity-informed ways of understanding, insights from practitioner research are also gaining traction. The complex social dynamics that emerge inside specific classrooms are still rare and under-reported within applied linguistics, and this symposium aims to provide a springboard to learn from more emic perspectives from inside language learning classrooms.
Room 1 AILA 2021 aila2021@gcb.nlUshioda's 'small lens' approach to researching classroom phenomena was originally intended to focus on motivation with a 'more sharply focused or contextualised angle of inquiry' (2016: 566). This can be achieved by utilising various established and emerging practitioner-based research methodologies which utilise a methodical and evidence-based design in order to gain emic insights into the language learning classroom. In this symposium, researchers will utilise a small lens approach to examine a range of psychological and social factors relating to classroom dynamics focusing on both learners and teachers, such as emotions, identity, motivation, autonomy, values and beliefs. Research done by practitioning teachers is strongly advocated in the literature on complexity paradigm approaches, both within education (Davis and Sumara, 2008) and SLA (Larson-Freeman and Cameron, 2008). As the field of applied linguistics is reshaped by a tendency toward more situated and complexity-informed ways of understanding, insights from practitioner research are also gaining traction. The complex social dynamics that emerge inside specific classrooms are still rare and under-reported within applied linguistics, and this symposium aims to provide a springboard to learn from more emic perspectives from inside language learning classrooms.
This presentation will act as an introduction to what a complexity approach can offer practitioner researchers in investigating the psychologies of second language learners. Through 'complexity thinking' tasks and consideration of a range of introspective and audio data, the session will scaffold participants to think about the L2 learners in their classrooms and research contexts from new angles.
Richard SampsonThis paper examines social learning in the context of a university English course based on the principles of learner autonomy. This is achieved through a research approach to practice, employing ideas from autoethnography (Choi, 2017), Exploratory Practice (Allwright & Hanks, 2009) and reflective practice (Moon, 2005).
Researching complex and dynamic constructs such as motivation can be challenging. However, approaching this inquiry from a practitioner perspective may offer a multitude of opportunities. I will relate my experience as a teacher-researcher who investigated motivation during and English for Academic Purposes programme by using Exploratory Practice.
Sal ConsoliThis presentation addresses the interpretational strengths of three phenomenological theories (AT, CDST, TEA) for illuminating data collected during a teacher motivation study at a high school EFL classroom in Beijing. By focusing on mediation (AT), system changes (CDST), and bifurcation points (TEA), researchers can excavate information from various angles.
Yuzo KimuraResearch into the regulation and performance of teacher emotions is frequently conducted through interviews and surveys; however, less commonly employed is the stimulated recall methodology, through which participants are observed teaching and asked to reflect on their thought processes during classroom events. With examples from a recent 'small lens' study, the researcher will demonstrate how stimulated recall reveals deep insights into the complexity of classroom emotional behaviours and advocates for increased use of this methodology.
Sam MorrisTeacher cognition influences, and is influenced by, the emergent dynamics of language classrooms. Drawing on qualitative data, this study investigates the interactions between teacher cognition and lived teaching experiences, while highlighting examples of co-adaptation between learners, teachers, and resources in a self-directed language learning unit in Japan.
Jon RowberryThis study seeks to examine L2 pronunciation anxiety as a social process and promote a focus on individual learners situated in co-existing, layered social contexts. Both interpersonal and societal settings impose constraints on speakers’ self-presentational concerns since accent serves as a way of establishing, demonstrating, and judging their social identities.
Harumi KimuraThis action research stemmed from my teaching context where the flipped classroom has been gaining wider currency without taking cognizance of students’ readiness for the idea of ‘talk to learn’. A pedagogical intervention on academic conversation/discussion skills was implemented to help students accustom to the practice of learning through discussion.
Kuei-Ju Tsai
