Published

2018-07-01

Scaffolding Learner Puzzling in Exploratory Practice: Perspectives From the Business English Classroom

Andamiaje de preguntas de aprendizaje en la práctica exploratoria: perspectivas desde el aula de inglés de negocios

DOI:

https://doi.org/10.15446/profile.v20n2.67805

Keywords:

Business English, exploratory practice, learner puzzles, teacher research (en)
inglés de negocios, investigación docente, práctica exploratoria, “puzzles” de aprendices (es)

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Authors

  • Chris Banister

This study describes a teacher-researcher’s experience of scaffolding his business English learners in identifying, formulating, and exploring language learning puzzles using the principles of exploratory practice. Adopting both qualitative and quantitative methods, the teacher-researcher reflected upon the learner-initiated and learner-centred inquiry as it played out in his UK university setting. Learners’ perspectives revealed an enthusiasm for puzzling, especially when connections were established with their wider world. However, tensions also emerged, including the opaqueness of the scaffolding role and the mind-set shift required from learner-researchers and the teacher-researcher alike. Practical recommendations for teacher-researchers in similar contexts are provided: the need to highlight connection-building between learner puzzles and learners’ wider lives and the importance of recognising distinctions between puzzles and problems.

Este estudio describe la experiencia de andamiaje de un docente-investigador con aprendices de inglés de negocios mientras investigaban sus preguntas de aprendizaje o “puzzles” usando la práctica exploratoria. Adoptando métodos mixtos el docente-investigador reflexionó sobre el proceso investigativo de sus aprendices universitarios. Las perspectivas de los aprendices fueron entusiastas, especialmente entre aquellos que establecieron conexiones entre “puzzles” y su experiencia vivencial, pero también revelaron tensiones con la facilitación del “puzzle”, incluida la opacidad del andamiaje y el cambio de mentalidad del docente-investigador y los aprendices-investigadores. Se hacen recomendaciones para docentes-investigadores en contextos similares: la necesidad de resaltar la conexión entre “puzzles” y la experiencia de los aprendices fuera de la clase y la importancia de distinguir entre “puzzles” y problemas.

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Scaffolding Learner Puzzling in Exploratory Practice: Perspectives From the Business English Classroom. (2018). Profile: Issues in Teachers’ Professional Development, 20(2), 17-33. https://doi.org/10.15446/profile.v20n2.67805

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