Language teachers regaining a sense of praxis in pronunciation teaching and learning through Exploratory Practice as professional learning in Australia

The development of oral language skills is a focus in adult migrant English as an additional language (EAL) education. However, teachers receive little training to teach pronunciation, a key area of oral language pedagogy. To address this gap, we designed an Exploratory Practice study with four teachers of pre-level students to discuss, experiment with, deliver, and reflect on pronunciation pedagogy over a six-month period in an Australia adult migrant EAL program. This paper reports on findings from the final phase of the study, drawing on data gathered in semi-structured interviews, an observation of classroom teaching practice, and a focus group session. Teachers and a doctoral researcher engaged in reflective discussions that enabled praxis-oriented approaches to researching and teaching pronunciation. Using the lens of the theory of practice architectures, the study shed light on how praxis developed in and through sharing understandings. Findings revealed a shift from a technicist-to a praxis-orientation in teachers' pronunciation pedagogical practices, as seen in their accounts of practices ( sayings ), actions and use of physical resources ( doings ), and in the nature of the roles and relationships ( relatings ) between teachers and the researcher during the study. The study has implications for EAL pronunciation pedagogical research, teacher education and professional learning practices.