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If we want to treat learners as practitioners of learning, alongside teachers as practitioners of teaching, and therefore capable of reaping the developmental benefits of practitioner research, how can we best proceed? For Allwright and Hanks the answer lies in Exploratory Practice – an inclusive form of practitioner research developed largely in Rio de Janeiro, Brazil, and in Lancaster, England, that enables both learners and teachers to develop their own understandings of their learning and teaching lives.After arguing that developments in the field of applied linguistics have fallen short of establishing such a perspective on learners, and reviewing current research models, the authors propose seven principles for a truly inclusive extension of practitioner research – Exploratory Practice.Five full chapters document, through learner and teacher narratives from around the world, how Exploratory Practice can engage learners as developing practitioners of learning, and enhance the learning process by enriching human relationships in the classroom.

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General Editors' Preface Acknowledgements General Introduction: Learners and What We Think of Them PART I: THE DEVELOPING VIEW OF THE LEARNER Introduction to Part I Assessment and the Learner Method and the Learner Teacher Training and the Learner Learner Variables and the Learner Second Language Acquisition Studies and the Learner PART II: RESEARCH MODELS: WHAT WE HAVE AND WHAT WE NEED What the Past Has Provided Going Beyond Experiments: Descriptive Classroom Research The Research We Now Need: Principled and Inclusive Practitioner Research PART III: INCLUSIVE PRACTITIONER RESEARCH IN PRACTICE Introduction to Part III Getting Started Conducting Investigations The 'Web of Life' of the Rio de Janeiro Exploratory Practice Group Sharing Developing Understandings Beyond the Classroom PART IV: SOURCES AND RESOURCES FOR INCLUSIVE PRACTITIONER RESEARCH Postscript References Index

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