Ongoing Reflective Teaching

This book presents an action research project conducted in an English language program with a linguistically and culturally diverse student body. It demonstrates the process of an ESL teacher problematizing factors that affect learners' motivation and identity construction, reflecting on the connections between pedagogical theories and his teaching practices, exploring new methods to facilitate learners' second language development, and therefore reexamining these experiences. Composed of three theme-based papers, one analysis of an integrated approach, and ten field journals, this work seeks to highlight the feasibility and significance of promoting reflective teaching in order to empower minoritized learners and simultaneously support teachers' professional development.