Abstract
This article looks closely at a teacher inquiry group and the dilemmas that emerged during the first year of facilitating the group. The author encountered a number of unforeseen dilemmas that challenged previous understanding of teacher inquiry, its processes, and purposes. The author moved from viewing the process of facilitation of teacher inquiry as a “dilemma free” process, to a complex undertaking that continually raises questions about issues of authority and expertise. This article underscores the important role that facilitation plays in teacher inquiry groups and the complexity of the role of facilitator. It also highlights the important role a facilitator can play in allowing teachers to consider how to best improve their practice to advance both English language learners’ content knowledge and their English language skills.
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