Curt's entry

Ken Hyland discusses in Chapter 9 his research on writing and writers in his book Second Language Writing (2003) where he problematizes the dichotomy between practical teaching and theoretical research. Hyland states his case in the following: “I have argued that the most effective teachers are those able to make informed classroom choices from an awareness of current perspectives on second language writing….But teachers are not simply consumers of others’ research. They tend to be curious about their students and their subject; they actively experiment with different tasks and materials; and they reflect on their approaches and decisions” (Hyland, 2003: 245). Hyland presents teachers as scholars who add to the pedagogical research and the discourses about that research. Hyland presents teachers as researchers. How does the teacher as researcher model open up new opportunities for reexamining second language learning. Hyland begins his approach to examining teacher as researcher in what he describes as action research, which he defines as collection and analysis of data with the specific goal of improving classroom teaching practices (Hyland, 2003: 246). I have used this action type of research as part of a teaching practice that is based upon a concept of continuous improvement in educational delivery within the classroom. I had found this to be a useful approach, but Hyland provides caution in the following: “But although this is a very accessible type of research, not all teacher studies are problem driven and change oriented. Research arises from a need to understand what people do in certain situations, and this may arise as much from a simple interest as to achieve a practical payoff” (Hyland, 2003: 246). This cautionary explanation gives pause to the teacher researcher that studies are very situational and must not always be focused upon a “problem” that needs to be changed. I have had to struggle with moving beyond that mode of thinking myself. I still hold that problem solving techniques have great and even versatile value, but hold this type of orientation is problematic in the sense that by seeing everything as a problem to be solved causes us as teachers to focus on learning problems rather than learner needs. I have found that second language learner needs vary according to situational needs including that involved with second language usages. As discussed in 345 TESOL Methods this past Tuesday, “I have found that when I was teaching in rural Alaska, the educational needs of Native Alaskans were different because their needs were different. Not only is the physical environment different than say Illinois, but more importantly, the economic environment is drastically different” (Curt, 345 13 Nov. 2012). I find that by remaining open to what the actual learning needs of the students are, and orientating my focus there, I have begun in a direction that is learner centered. In this way, research becomes practical and teaching becomes theoretical.