Research-Practice Partnership in Language Education
Description
This book brings together research-practice partnerships that aim to improve language teaching and learning across varied educational contexts. This book examines how teachers, researchers, school leaders, policymakers and communities collaborate to create evidence-informed language education, and why some partnership efforts succeed while others face challenges.
The chapters present projects from local schools to international networks, showing how sustained dialogue and shared goals can strengthen language learning. Key themes include how partnerships are established, what motivates stakeholders, and how research can be translated into accessible and practical classroom approaches.
By highlighting real examples of collaborative work, the book shows how a more inclusive and balanced approach to research can benefit everyone involved in language education. It offers clear insights and lessons for creating effective, long-term partnerships that support practitioner research, make evidence more usable, and foster meaningful change in how languages are taught and learned.
Reviews / Votes
"If you are a researcher who wishes to contribute to the real-world language education yet struggles to do so due to your professional demands, this must-read book is an invaluable resource to explore different ways of working with schools and teachers while maintaining your research productivity. The book emphasizes the importance of collaborative relationships; readers can find different ways of establishing and maintaining collaboration from both researchers' and practitioners' perspectives. The empirical studies in the book are from a variety of contexts; as successful research-practice partnerships are context-specific, researchers from different educational contexts can benefit from the book. The book is one of the first of its kind and an important material for researchers, graduate students, pre- and in-service teachers, and policy makers." (Professor Masatoshi Sato, Universidad Andrés Bello, Chile)
"This timely volume comes as the relationship between second language teachers and instructed second language acquisition researchers sparks renewed interest and effort. In editing the volume, Chong, Reinders, and Liu adopt an expansive global perspective and offer practical examples of teacher-researcher collaborations across diverse contexts. True to the editors' message, the volume contains co-written contributions from both researchers and teachers whose complementary viewpoints provide a roadmap for future collaborations and help bridge the long-discussed teacher-researcher divide." (Professor Shawn Loewen, Michigan State University, USA)
More details
Persons
Sin Wang Chong is a director at the International Education and Lifelong Learning Institute, University of St Andrews, UK. In a visiting capacity, he is a full professor at King's College London, UK. Previously, he was an associate professor in language education at the University of Edinburgh, UK.
Hayo Reinders is Senior Professor of TESOL and Director of Research at Anaheim University, USA. He is founder of the Institute for Teacher Leadership and editor of Innovation in Language Learning and Teaching as well as Language Learning and Technology .
Qi Liu is a fully-funded PhD student at the University of Leicester, UK. She is an Honorary Research Assistant at the University of St Andrews, UK. She is the Social Media Editor for the SSCI-indexed journal Innovation in Language Learning and Teaching.
Content
Chapter 1: Introduction Re-imagining research-practice partnership from an innovation lens the case of language teaching and learning.- Chapter 2: Teacher researcher collaboration to develop a standardised assessment approach for an international language teaching programme .- Chapter 3: Changing roles in times of change The co production of an evaluation rubric for children's Plurilingual and Intercultural competence.- Chapter 4: Language teachers as curriculum makers Promoting teacher agency through community of practice and collaborative curriculum and assessment design.- Chapter 5: Integrating graphic novels into an English communication course in Japan A practice research duoethnography.- Chapter 6: A Collaborative Action Research for Content and Language Integrated Curriculum Development at a Private Senior High School in Japan.- Chapter 7: Researcher practitioner collaborative action research for ESP innovation in Uzbekistan Insights on achievements and challenges.- Chapter 8: Connecting MA TESOL students with the classroom through sessions for English as an Additional Language parents.- Chapter 9: Unlocking pedagogical puzzles A tripartite research-practice partnership in initial language teacher education.- Chapter 10: Liquid Identities and Generative AI A Research Practice Partnership Exploring English Language Teachers Integration of AI Tools.- Chapter 11: Dialogic Engagement on EMI Insights from a Teacher-Led Podcasting Project.- Chapter 12: Researcher-teacher dialogue in the design and implementation of a cognitive linguistic sequence to teach tense aspect in Catalan.- Chapter 13: Weaving rural English teachers practices to uncover pedagogical and didactic situated knowledge.- Chapter 14: I look at it differently now, but differently in a good way Shifting perspectives through Exploratory Practice as pronunciation teacher learning in an Australian adult migrant English program Skye Playsted and Damon Thomas.- Chapter 15: Harnessing the Affordances of Research Practice Dialogue and Collaboration in English Language Education A Case of School-based Support in Hong Kong.- Chapter 16: Conclusion Research-practice partnership in language education what is next.