“I Ever Eat At Zizzi: The Importance Of Speaking Popperly”: A Reflection On Beliefs And Actual Classroom Practice

Abstract

In this paper, we discuss a critical reflection on the extent to which two of our beliefs in English language teaching and learning aligned with the actual classroom situation. These beliefs are (a) relevance and practical use, and (b) active learning. We draw from Farrell’s (2007, 2018) reflection-as-action approach to reflective inquiry, which considers not only the teaching situation but also the beliefs a teacher holds in teaching and learning. Through analysing the lesson, we reflected that the material and lesson were relevant and of practical use. However, we were not as effective in creating an active learning environment for participants to engage in active and meaningful use of the language. We conclude our reflection by underscoring Shulman’s (2005) point about the ability to make judgments in managing uncertainties as a crucial aspect of professionalism and the importance of being reflective even during the lesson, termed by Schon (1983) as reflection-in-action.