Exploratory Practice: understanding classroom life with a Youth and Adult Education group and their teacher

Abstract

In this research, intelligibility was built regarding the teaching-learning process of English language for a Youth and Adult Education group and their teacher and the influence that the reflective process has on the construction of beliefs about learning languages and about learning itself. In this article we will reveal the details of how the reflective process was brought to a group of students and their teacher during such research, in addition to reporting relevant aspects of the opportunity that the researcher had to experience with the research participants the ethical, collaborative and inclusive proposal for the research of Exploratory Practice, creating a discursive space so that the research participants could intensify or enrich their understandings about life in the classroom. The proposal of this work, which is in line with the scope of Applied Linguistics, although it aims at building local understandings, can help teachers in the area of English language teaching to reflect on their practices, as well as encouraging them to listen and look more in tune with their students when they encounter teaching situations in which they do not have the learning return they expect from them.