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Liftoffs

Liftoffs This paper explores breakthroughs or liftoff moments in learning involving several teacherresearchers and their students in China. The data come from teaching and research situations centring on teaching and learning English as a foreign language EFL. An analysis of the language features of the data and their effects explores learning by tracing movement from initial impasses to breakthrough moments, as participants interact, shift ground and discover new learning. Definition of these liftoff moments and ways of knowing centres in a sense of discovery that pushes learning forward and simultaneously pulls together life experiences in new directions for specific pedagogical insights, selfassessment and identity conclusions, and recognition of the power of inquiry. In particular, the paper explores the potential contribution of narrative forms of collaborative inquiry in learning, as evident in two contrasting exemplars, the first coconstructed in facetoface interviews or conversational settings, and the second, thesis supervision by the distance learning onetoone format of emailing. These documented interchanges between two Chinese postgraduate EFL teachers and their research coursework teacher and supervisor come from a wide data bank of exemplars collected over many years, and from linguistically diverse contexts. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Qualitative Research Journal Emerald Publishing

Liftoffs

Grant, Audrey N.
Qualitative Research Journal , Volume 6 (2): 22 – Aug 3, 2006
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References (1)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1443-9883
DOI
10.3316/QRJ0602045
Publisher site
See Article on Publisher Site

Abstract

This paper explores breakthroughs or liftoff moments in learning involving several teacherresearchers and their students in China. The data come from teaching and research situations centring on teaching and learning English as a foreign language EFL. An analysis of the language features of the data and their effects explores learning by tracing movement from initial impasses to breakthrough moments, as participants interact, shift ground and discover new learning. Definition of these liftoff moments and ways of knowing centres in a sense of discovery that pushes learning forward and simultaneously pulls together life experiences in new directions for specific pedagogical insights, selfassessment and identity conclusions, and recognition of the power of inquiry. In particular, the paper explores the potential contribution of narrative forms of collaborative inquiry in learning, as evident in two contrasting exemplars, the first coconstructed in facetoface interviews or conversational settings, and the second, thesis supervision by the distance learning onetoone format of emailing. These documented interchanges between two Chinese postgraduate EFL teachers and their research coursework teacher and supervisor come from a wide data bank of exemplars collected over many years, and from linguistically diverse contexts.

Journal

Qualitative Research Journal – Emerald Publishing

Published: Aug 3, 2006

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