‘Lift‐offs’

Abstract

This paper explores breakthroughs or ‘lift‐off’ moments in learning involving several teacher/researchers and their students in China. The data come from teaching and research situations centring on teaching and learning English as a foreign language (EFL). An analysis of the language features of the data and their effects explores learning by tracing movement from initial impasses to breakthrough moments, as participants interact, shift ground and discover new learning. Definition of these lift‐off moments and ways of knowing centres in a sense of discovery that pushes learning forward and simultaneously pulls together life experiences in new directions for specific pedagogical insights, self‐assessment and identity conclusions, and recognition of the power of inquiry. In particular, the paper explores the potential contribution of narrative forms of collaborative inquiry in learning, as evident in two contrasting exemplars, the first coconstructed in face‐to‐face interviews or conversational settings, and the second, thesis supervision by the distance learning one‐to‐one format of emailing. These documented interchanges between two Chinese postgraduate EFL teachers and their research coursework teacher and supervisor come from a wide data bank of exemplars collected over many years, and from linguistically diverse contexts.