ABSTRACT
The editors use an expanded concept of reflexivity that includes: critical reflection on the link between theory and practice, sociocultural awareness and self-reflection of researchers on their own research practices, and reflection on the very representation of reflexivity in researcher's and practitioner's narratives of the self and constructions of identity, or hyper-reflexivity. This expanded concept presents exciting opportunities and interesting challenges to both research methodology and pedagogic practice in language and intercultural education. 'Participant objectivation', as the objectivation of the subject and operations of objectivation, and of the latter's conditions of possibility, produces real cognitive effects as it enables the social analyst to grasp and master the prereflexive social and academic experiences of the social world that he tends to project unconsciously onto ordinary social agents. The wealth of candid personal experiences shared in this volume by empathetic and creative teachers/researchers illustrate the multiple facets of reflexivity in language learning and teaching, both as a research and as pedagogic practice.
