Leo Bartlett(1990) in the respective article advocates for reflective teaching in the second or foreign (SL/FL) teaching context. To clarify the term “reflective teaching” he discusses the idea of teaching and the idea of reflection .He then proposes the SL/FL teachers to be critically reflective teachers following a cyclical process of mapping,informing,contesting,appraising,acting .
Bartlett emphasizes on the pedagogical value-the constant professional engagement of the SL/FL teacher not only inside the classroom but also outside the classroom in discussing the idea of teaching a language. In discussing the idea of reflection in SL/FL teaching he comprises the teachers’ own philosophy of teaching that is to be reflected in his act of teaching and the social context of his pedagogical context.
To speak from a personal perspective, as an off-service SL/FL professional for the time being, I am always in a continuous conscious reflection regarding my professional pedagogical interests. Whenever I come across of any classroom teaching experience (teaching or observing) my subconscious realizations starts working consciously in the cases of handling students comparatively weak as well as quick in catching the teaching output in suitably distinct ways, in trouble spotting a novel critical situation in the classroom and overcoming it and also being sure of the students’ integration of the content of the lesson. Any newly aroused critical situation and the teacher’s immediate response help a reflective teacher to criticize his/her teaching engaging the cycle of reflection leading to the teacher’s professional self-acceleration.