‘Transformative language pedagogy’ (‘transformative pedagogy’) emerged from three systemically linked, qualitative studies carried out by the author in collaboration with educators at the National University of Ireland, Galway, Ireland, King’s College London, and Boston College, MA, and neighbouring, post-primary schools. The context for the studies is language teacher education. ‘Transformative pedagogy’ enhances the social-psychological model of autonomous language teaching and learning by underpinning it with an intercultural and moral-philosophical foundation. It supports the target language teacher in developing a more encompassing, professional identity that incorporates practitioner-researcher and leader. Researching practice requires justifying pedagogical decisions by testing that they are evidence informed and based on moral values and opening them to external scrutiny. An original model for ‘transformative research’ is outlined.
Part of the book: Second Language Acquisition