Space and time for understanding(s): The recursive cycle of language education and classroom enquiry

Abstract

This chapter discusses the synergic understandings gained by the author while juggling different language educational roles that are usually conceived as being separate. The author seeks to retrieve the strands of practice, thought and understanding that might have participated in that synergy. By reflecting on her involvement in an Exploratory Practice (EP) practitioner inquiry as a Modern Foreign Language teacher, while at the same time investigating the effects of current technocratic models in the administration of educational practices, she considers how crossing boundaries imposed by her roles has helped her nuance her professional identity as a language educator and practitioner-researcher and has strengthened her search for space(s) and time(s) for practical and ethical ecologies in language education.