Chapter 6. Classroom-oriented teacher research in modern languages
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Friederike Klippel
Abstract
We tend to think that classroom-oriented research in language teaching is a new phenomenon. However, the Reform Movement at the end of the 19th century brought forth a wide range of innovative developments, including – for the first time – teacher-led research into classroom procedures through experimentation, systematic observation, publication and ensuing scholarly discourse. Reports by several language teachers are presented here as examples of early classroom-oriented research. The chapter outlines what these teachers were trying to achieve in their language classes, how they reported on their teaching, and what reactions ensued. Thus, it gives voice to the teachers of the late 19th century, whose work is evidence of their professionalism and shows that innovation depends on both bottom-up and top-down processes.
Abstract
We tend to think that classroom-oriented research in language teaching is a new phenomenon. However, the Reform Movement at the end of the 19th century brought forth a wide range of innovative developments, including – for the first time – teacher-led research into classroom procedures through experimentation, systematic observation, publication and ensuing scholarly discourse. Reports by several language teachers are presented here as examples of early classroom-oriented research. The chapter outlines what these teachers were trying to achieve in their language classes, how they reported on their teaching, and what reactions ensued. Thus, it gives voice to the teachers of the late 19th century, whose work is evidence of their professionalism and shows that innovation depends on both bottom-up and top-down processes.
Chapters in this book
- Prelim pages i
- Table of contents v
- Information about the authors vii
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Introduction
- Chapter 1. How can perspectives from Applied Linguistic Historiography improve our understanding of innovation? 2
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Part I. Product innovation
- Chapter 2. Tart–scriblita–torta–torte–torta–tortilha: A piece of cake! 24
- Chapter 3. Teaching phraseology in the 19th century 43
- Chapter 4. Innovation in monolingual English learner’s dictionaries 59
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Part II. Innovation through scientific discovery
- Chapter 5. La linguistique appliquée 82
- Chapter 6. Classroom-oriented teacher research in modern languages 104
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Part III. Oscillations along a continuum
- Chapter 7. Change without innovation? 122
- Chapter 8. “Reflection on language” 137
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Part IV. Adaptation in specific contexts
- Chapter 9. Describing and learning the Chinese languages 164
- Chapter 10. Curriculum innovation through concept borrowing 180
- Chapter 11. Beyond written texts 199
- Index 217
Chapters in this book
- Prelim pages i
- Table of contents v
- Information about the authors vii
-
Introduction
- Chapter 1. How can perspectives from Applied Linguistic Historiography improve our understanding of innovation? 2
-
Part I. Product innovation
- Chapter 2. Tart–scriblita–torta–torte–torta–tortilha: A piece of cake! 24
- Chapter 3. Teaching phraseology in the 19th century 43
- Chapter 4. Innovation in monolingual English learner’s dictionaries 59
-
Part II. Innovation through scientific discovery
- Chapter 5. La linguistique appliquée 82
- Chapter 6. Classroom-oriented teacher research in modern languages 104
-
Part III. Oscillations along a continuum
- Chapter 7. Change without innovation? 122
- Chapter 8. “Reflection on language” 137
-
Part IV. Adaptation in specific contexts
- Chapter 9. Describing and learning the Chinese languages 164
- Chapter 10. Curriculum innovation through concept borrowing 180
- Chapter 11. Beyond written texts 199
- Index 217
