Pub Date : 2024-07-26DOI: 10.1177/13621688241255051
Assia Slimani-Rolls, Inés Kayon de Miller
Exploratory practice (EP) is a form of practitioner research that has made inroads in second language learning and teaching since the special issue of Language Teaching Research (2003) in which Allwright et al. proposed its reconceptualization in language teaching. Two decades later, this article reports on the influence that EP has accomplished by having its principled framework integrated in the pre-service language teacher education (LTE) programmes of two Brazilian Universities. A British Council funded project (2018–19) enabled a group of Brazilian teacher educators to carry out a qualitative investigation to identify how 44 of their former teacher-learners who undertook these programmes between 2008 and 2018 perceive the value of EP on their professional lives. The thematic analysis of the discourse generated through face-to-face exploratory conversations (ECs) yielded three major themes: (I) how the teachers understand and integrate EP into their working lives; (II) how they overcome institutional pressures through EP engagement; and (III) how they view EP as a way of humanizing students. These themes are pivotal to the processes of understanding EP’s sustainability through the teachers’ perspectives. Having been socialized into EP, these practitioners assert to have found in EP a sustainable source of professional survival and resistance. That is, years after the completion of their LTE programme, the EP principles have helped these teachers to enhance their awareness of classroom challenges by humanizing their students and adopting a way of being in the classroom.
自 Allwright 等人在《语言教学研究》特刊（2003 年）中提出在语言教学中重新认识探索性实践（EP）以来，这种实践研究形式已在第二语言学习和教学中取得了进展。二十年后，本文报告了 EP 将其原则性框架纳入巴西两所大学的职前语言教师教育（LTE）课程所产生的影响。英国文化委员会资助的一个项目（2018-19 年）使一组巴西教师教育工作者得以开展定性调查，以确定 2008 年至 2018 年间参加这些课程的 44 名前教师学员如何看待 EP 对其职业生活的价值。通过对面对面探索性对话（ECs）所产生的话语进行主题分析，得出了三大主题：（I）教师如何理解并将教育实践融入他们的工作生活；（II）他们如何通过参与教育实践克服机构压力；以及（III）他们如何将教育实践视为使学生人性化的一种方式。这些主题对于通过教师的视角理解 EP 的可持续发展过程至关重要。这些教育实践者被社会化为教育实践者，他们声称在教育实践中找到了可持续的专 业生存和抗争的源泉。也就是说，在他们完成长 期教育课程多年之后，教育实践活动的原则帮助这些教师通过人性化地对待学生和采用 一种课堂存在方式，提高了他们对课堂挑战的认识。
{"title":"The influence of Exploratory Practice (EP): How a group of former Brazilian ELT teacher-learners perceive the value of EP years after graduation","authors":"Assia Slimani-Rolls, Inés Kayon de Miller","doi":"10.1177/13621688241255051","DOIUrl":"https://doi.org/10.1177/13621688241255051","url":null,"abstract":"Exploratory practice (EP) is a form of practitioner research that has made inroads in second language learning and teaching since the special issue of Language Teaching Research (2003) in which Allwright et al. proposed its reconceptualization in language teaching. Two decades later, this article reports on the influence that EP has accomplished by having its principled framework integrated in the pre-service language teacher education (LTE) programmes of two Brazilian Universities. A British Council funded project (2018–19) enabled a group of Brazilian teacher educators to carry out a qualitative investigation to identify how 44 of their former teacher-learners who undertook these programmes between 2008 and 2018 perceive the value of EP on their professional lives. The thematic analysis of the discourse generated through face-to-face exploratory conversations (ECs) yielded three major themes: (I) how the teachers understand and integrate EP into their working lives; (II) how they overcome institutional pressures through EP engagement; and (III) how they view EP as a way of humanizing students. These themes are pivotal to the processes of understanding EP’s sustainability through the teachers’ perspectives. Having been socialized into EP, these practitioners assert to have found in EP a sustainable source of professional survival and resistance. That is, years after the completion of their LTE programme, the EP principles have helped these teachers to enhance their awareness of classroom challenges by humanizing their students and adopting a way of being in the classroom.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"50 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141768441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/13621688241260172
Ana Fernández-Dobao
Drawing on positioning and sociocultural theories, this study examines heritage language (HL) and second language (L2) learners’ negotiation of linguistic expertise in mixed interactions. Through a case study of four interactions between the same HL learner and three different L2 classmates, it investigates how learners’ positioning regarding linguistic expertise shifts across interlocutors and time, shaping language learning. Data was collected at four different stages of a 10-week high-intermediate Spanish course, as learners completed four collaborative writing tasks. Posttests, a pretest, and two questionnaires were also administered. The analysis of discursive positioning showed how the HL learner initially enacted the linguistic expert position associated with his heritage status. As experiences accumulated and pre-established conceptions of expertise were contested, the HL learner came to occupy more of a peer position. The sociocultural analysis of language-related episodes confirmed that this shift resulted in more balanced interactions and enhanced opportunities for HL development.
{"title":"Discursive positioning in heritage language learner – second interaction: A case study of the dynamic construction of linguistic expertise","authors":"Ana Fernández-Dobao","doi":"10.1177/13621688241260172","DOIUrl":"https://doi.org/10.1177/13621688241260172","url":null,"abstract":"Drawing on positioning and sociocultural theories, this study examines heritage language (HL) and second language (L2) learners’ negotiation of linguistic expertise in mixed interactions. Through a case study of four interactions between the same HL learner and three different L2 classmates, it investigates how learners’ positioning regarding linguistic expertise shifts across interlocutors and time, shaping language learning. Data was collected at four different stages of a 10-week high-intermediate Spanish course, as learners completed four collaborative writing tasks. Posttests, a pretest, and two questionnaires were also administered. The analysis of discursive positioning showed how the HL learner initially enacted the linguistic expert position associated with his heritage status. As experiences accumulated and pre-established conceptions of expertise were contested, the HL learner came to occupy more of a peer position. The sociocultural analysis of language-related episodes confirmed that this shift resulted in more balanced interactions and enhanced opportunities for HL development.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"55 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141768499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/13621688241262618
Yecid Ortega
During more than 50 years of socio-political unrest in Colombia, extreme violence has profoundly affected marginalized students in public schools. Although these topics have been mainly addressed by history and social studies teachers, English language teaching (ELT) has paid little attention to addressing issues of social injustice in the class. To fill this gap, this critical ethnography looks at how a social justice curriculum has been used in ELT classes to empower students to learn skills that allow them to discuss the violence that occurs both inside and outside of the school environment. The fieldwork was carried out in a public high school for eight months, in Bogotá (the capital of the country) with three English teachers and their young students. Data was collected through focus groups, interviews and classroom observations and then analysed using thematic analysis. The findings of the study revealed that the activities suggested by the teachers proposed a change in teaching pedagogies toward solving social problems in students’ communities. The findings further suggest that a negotiated curriculum with the students fosters a critical humanizing pedagogy that promotes social cohesion, and as a consequence improves language learning.
{"title":"‘Un futuro mejor para todos’: Towards a critical humanizing English language teaching","authors":"Yecid Ortega","doi":"10.1177/13621688241262618","DOIUrl":"https://doi.org/10.1177/13621688241262618","url":null,"abstract":"During more than 50 years of socio-political unrest in Colombia, extreme violence has profoundly affected marginalized students in public schools. Although these topics have been mainly addressed by history and social studies teachers, English language teaching (ELT) has paid little attention to addressing issues of social injustice in the class. To fill this gap, this critical ethnography looks at how a social justice curriculum has been used in ELT classes to empower students to learn skills that allow them to discuss the violence that occurs both inside and outside of the school environment. The fieldwork was carried out in a public high school for eight months, in Bogotá (the capital of the country) with three English teachers and their young students. Data was collected through focus groups, interviews and classroom observations and then analysed using thematic analysis. The findings of the study revealed that the activities suggested by the teachers proposed a change in teaching pedagogies toward solving social problems in students’ communities. The findings further suggest that a negotiated curriculum with the students fosters a critical humanizing pedagogy that promotes social cohesion, and as a consequence improves language learning.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"66 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141768442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/13621688241259640
Aqsa Atta
Scholars have recently begun to pay close attention to translanguaging, a cutting-edge pedagogical strategy utilized in bilingual and multilingual environments for teaching second languages. The adoption of translanguaging in classes of English as an additional language (EAL) has not been thoroughly studied from the perspectives of teachers and students. By drawing on theoretical frameworks, this study aims to explore how teachers and students in higher education institutions feel about the usage of translanguaging in Pakistani EAL classrooms. Moreover, the study considers the elements that influence teachers’ perceptions of translanguaging. Employing a rigorous mixed-methods methodology, this study systematically addresses the current research gap by utilizing questionnaires, interviews, and observations as data collection tools. To analyse the data, the study employs the constant comparative technique. The findings shed light on a wide spectrum of pedagogical views held by teachers, ranging from moderate English-only beliefs to monolingual English-only beliefs. These ideas are found to be influenced by experiences with early language learning, formal education, and contextual components. The study also reveals that students generally have favorable perspectives on translanguaging, but some have a more negative opinions on using their first language excessively. These findings highlight the need for enhanced teacher education programs and institutional policy change, to better meet the requirements and expectations of both teachers and students. Additionally, the study emphasizes the pressing necessity of establishing a balanced power dynamic in language use within EAL classrooms. By shedding light on the perspectives of teachers and students on the use of translanguaging in EAL classrooms, this study enhances the current understanding of this pedagogical approach. It also offers practical implications for language teachers and policymakers, facilitating informed decisions and actions in language education settings.
{"title":"Prospective prognostication: An examination of translanguaging in Pakistan’s educational landscape through the lens of teachers’ and students’ perceptions","authors":"Aqsa Atta","doi":"10.1177/13621688241259640","DOIUrl":"https://doi.org/10.1177/13621688241259640","url":null,"abstract":"Scholars have recently begun to pay close attention to translanguaging, a cutting-edge pedagogical strategy utilized in bilingual and multilingual environments for teaching second languages. The adoption of translanguaging in classes of English as an additional language (EAL) has not been thoroughly studied from the perspectives of teachers and students. By drawing on theoretical frameworks, this study aims to explore how teachers and students in higher education institutions feel about the usage of translanguaging in Pakistani EAL classrooms. Moreover, the study considers the elements that influence teachers’ perceptions of translanguaging. Employing a rigorous mixed-methods methodology, this study systematically addresses the current research gap by utilizing questionnaires, interviews, and observations as data collection tools. To analyse the data, the study employs the constant comparative technique. The findings shed light on a wide spectrum of pedagogical views held by teachers, ranging from moderate English-only beliefs to monolingual English-only beliefs. These ideas are found to be influenced by experiences with early language learning, formal education, and contextual components. The study also reveals that students generally have favorable perspectives on translanguaging, but some have a more negative opinions on using their first language excessively. These findings highlight the need for enhanced teacher education programs and institutional policy change, to better meet the requirements and expectations of both teachers and students. Additionally, the study emphasizes the pressing necessity of establishing a balanced power dynamic in language use within EAL classrooms. By shedding light on the perspectives of teachers and students on the use of translanguaging in EAL classrooms, this study enhances the current understanding of this pedagogical approach. It also offers practical implications for language teachers and policymakers, facilitating informed decisions and actions in language education settings.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"105 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141768444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-25DOI: 10.1177/13621688241260183
Thuy Thi-Nhu Ngo, Howard Hao-Jan Chen
The present study performs a meta-analysis to examine the effectiveness of corpus use in English as a second language (ESL) / English as a foreign language (EFL) writing. Data from 30 studies encompassing 56 effect sizes reported between 2000 and 2022 were collected for the analysis. Furthermore, multiple meta-regression analyses were conducted to explore the variables that may influence the observed effects. These variables are extracted from three groups of data: publication data, population data, and treatment data. The results demonstrate a large overall effect size (g = 0.95) for the impact of corpus use in ESL/EFL student writing performance. This finding suggests that utilizing corpora significantly enhances students’ writing abilities in these contexts. Moreover, the analyses of moderators reveal that the observed effects can be attributed to various variables within all three groups of data. Notably, learner factors such as language family, proficiency level, and educational level, as well as treatment factors including duration, corpus type, teaching activity, and teacher role, play significant roles in shaping the effects of corpus use. This study highlights the potential of corpus-based approaches as a valuable tool for enhancing student writing performance in ESL/EFL contexts.
{"title":"The effectiveness of corpus use in ESL/EFL writing: A meta-analysis","authors":"Thuy Thi-Nhu Ngo, Howard Hao-Jan Chen","doi":"10.1177/13621688241260183","DOIUrl":"https://doi.org/10.1177/13621688241260183","url":null,"abstract":"The present study performs a meta-analysis to examine the effectiveness of corpus use in English as a second language (ESL) / English as a foreign language (EFL) writing. Data from 30 studies encompassing 56 effect sizes reported between 2000 and 2022 were collected for the analysis. Furthermore, multiple meta-regression analyses were conducted to explore the variables that may influence the observed effects. These variables are extracted from three groups of data: publication data, population data, and treatment data. The results demonstrate a large overall effect size (g = 0.95) for the impact of corpus use in ESL/EFL student writing performance. This finding suggests that utilizing corpora significantly enhances students’ writing abilities in these contexts. Moreover, the analyses of moderators reveal that the observed effects can be attributed to various variables within all three groups of data. Notably, learner factors such as language family, proficiency level, and educational level, as well as treatment factors including duration, corpus type, teaching activity, and teacher role, play significant roles in shaping the effects of corpus use. This study highlights the potential of corpus-based approaches as a valuable tool for enhancing student writing performance in ESL/EFL contexts.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141452958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-22DOI: 10.1177/13621688241254617
Noèlia Sanahuja, Kepa Erdocia
According to Hopp’s Lexical Bottleneck Hypothesis, difficulties in second language (L2) lexical processing may lead to non-target syntactic computations. In line with this hypothesis, cognates – which are processed faster than non-cognates, as defined by the cognate facilitation effect – can ease L2 syntactic processing. In order to investigate whether cognates additionally facilitate L2 syntax learning, we had two groups of Spanish natives learn an artificial language drawing on Basque. Each group explicitly learnt a set of either Spanish–Basque cognates or non-cognates and a word order grammatical rule. Then, two sentence–picture matching tasks tested their ability to apply the rule (1) with cognates vs. non-cognates and (2) with novel cognate words. Results showed that, in both cases, cognate learners were better at applying the rule than non-cognate learners. This finding suggests that the cognate facilitation effect and its role in the Lexical Bottleneck Hypothesis can be extended from L2 processing to L2 learning. We end by mentioning possible implications of our results for second language teaching in adulthood.
{"title":"The impact of cognate vocabulary on explicit L2 rule learning","authors":"Noèlia Sanahuja, Kepa Erdocia","doi":"10.1177/13621688241254617","DOIUrl":"https://doi.org/10.1177/13621688241254617","url":null,"abstract":"According to Hopp’s Lexical Bottleneck Hypothesis, difficulties in second language (L2) lexical processing may lead to non-target syntactic computations. In line with this hypothesis, cognates – which are processed faster than non-cognates, as defined by the cognate facilitation effect – can ease L2 syntactic processing. In order to investigate whether cognates additionally facilitate L2 syntax learning, we had two groups of Spanish natives learn an artificial language drawing on Basque. Each group explicitly learnt a set of either Spanish–Basque cognates or non-cognates and a word order grammatical rule. Then, two sentence–picture matching tasks tested their ability to apply the rule (1) with cognates vs. non-cognates and (2) with novel cognate words. Results showed that, in both cases, cognate learners were better at applying the rule than non-cognate learners. This finding suggests that the cognate facilitation effect and its role in the Lexical Bottleneck Hypothesis can be extended from L2 processing to L2 learning. We end by mentioning possible implications of our results for second language teaching in adulthood.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"7 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141448610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-22DOI: 10.1177/13621688241257865
Jia Li, Fan Yuan
Given much attention associated with learner engagement in second language (L2) writing, an increasing body of studies has reported that learner engagement with feedback is a critical construct to enhance English as a foreign language (EFL) learners’ writing achievement. However, little research has been conducted to explore the predictive effect of grit and examine the mediating role of learner engagement with feedback in the relationship between grit and English writing achievement (EWA) in the underlying mechanism of L2 writing. Therefore, the current study aims to address these under-researched issues by investigating a mediation model of L2 grit, learner engagement with feedback, and EWA among English major students. The findings demonstrated that: (1) perseverance-of-effort variation in L2 grit predicted variance in learner affective, cognitive, and behavioral engagement, while the consistency of interest exerted a great influence on cognitive engagement; and (2) affective and behavioral engagement mediated the relationship between L2 grit and EWA. The results have notable pedagogical and practical implications for L2 teaching and learning.
{"title":"Does engagement with feedback matter? Unveiling the impact of learner engagement and grit on EFL learners’ English writing achievements","authors":"Jia Li, Fan Yuan","doi":"10.1177/13621688241257865","DOIUrl":"https://doi.org/10.1177/13621688241257865","url":null,"abstract":"Given much attention associated with learner engagement in second language (L2) writing, an increasing body of studies has reported that learner engagement with feedback is a critical construct to enhance English as a foreign language (EFL) learners’ writing achievement. However, little research has been conducted to explore the predictive effect of grit and examine the mediating role of learner engagement with feedback in the relationship between grit and English writing achievement (EWA) in the underlying mechanism of L2 writing. Therefore, the current study aims to address these under-researched issues by investigating a mediation model of L2 grit, learner engagement with feedback, and EWA among English major students. The findings demonstrated that: (1) perseverance-of-effort variation in L2 grit predicted variance in learner affective, cognitive, and behavioral engagement, while the consistency of interest exerted a great influence on cognitive engagement; and (2) affective and behavioral engagement mediated the relationship between L2 grit and EWA. The results have notable pedagogical and practical implications for L2 teaching and learning.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"54 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141448647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-29DOI: 10.1177/13621688241250363
Emily Edwards, Anne Burns
Transformative practitioner research enables teachers to create or contribute to their own knowledge base. Recently, this research field has flourished, with numerous studies exploring how practitioner researchers develop knowledge, agency and identities, particularly through action research (AR) and exploratory practice (EP). Despite important work on the content or outcomes of language practitioner researcher development (LPRD), there is less conceptualization of how LPRD is manifested in relation to environments where language practitioners work. In this contribution to the special issue on inclusive practitioner research, we draw on sociocultural and ecological systems theories to present a framework for understanding what enables LPRD to flourish in terms of sustainability and inclusivity. Our framework considers how sustainability through inclusion can be achieved within micro, meso and macro ecological systems, and how these systems interrelate. We exemplify our framework using illustrations of individual teachers and their interactions with a specific AR program and their institutions. While we focus on AR, this framework may apply to EP and other forms of practitioner research which strive for inclusive LPRD. We conclude with practical implications for teacher educators and professional development coordinators about fostering inclusive LPRD within institutional environments.
变革性实践研究使教师能够创建或促进自己的知识库。最近，这一研究领域蓬勃发展，许多研究都在探讨实践研究者如何发展知识、能 力和身份，特别是通过行动研究（AR）和探索性实践（EP）。尽管在语言实践者研究人员发展（LPRD）的内容或成果方面开展了重要工作，但对于语言实践者研究人员发展如何在语言实践者工作的环境中体现出来，概念化的研究较少。在这篇为包容性从业人员研究特刊撰写的文章中，我们借鉴了社会文化和生态系统论，提出了一个框架，用于理解语言从业人员研究人员发展如何才能在可持续性和包容性方面蓬勃发展。我们的框架考虑了如何在微观、中观和宏观生态系统中通过包容性实现可持续性，以及这些系统之间的相互关系。我们以教师个人及其与具体的 AR 项目和机构的互动为例，来说明我们的框架。虽然我们关注的是 AR，但这一框架也可适用于 EP 和其他形式的实践研究，这些研究致力于实现包容性的 LPRD。最后，我们将为教师教育工作者和专业发展协调人员提供在机构环境中促进包容性学习与研究发展的实际启示。
{"title":"Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework","authors":"Emily Edwards, Anne Burns","doi":"10.1177/13621688241250363","DOIUrl":"https://doi.org/10.1177/13621688241250363","url":null,"abstract":"Transformative practitioner research enables teachers to create or contribute to their own knowledge base. Recently, this research field has flourished, with numerous studies exploring how practitioner researchers develop knowledge, agency and identities, particularly through action research (AR) and exploratory practice (EP). Despite important work on the content or outcomes of language practitioner researcher development (LPRD), there is less conceptualization of how LPRD is manifested in relation to environments where language practitioners work. In this contribution to the special issue on inclusive practitioner research, we draw on sociocultural and ecological systems theories to present a framework for understanding what enables LPRD to flourish in terms of sustainability and inclusivity. Our framework considers how sustainability through inclusion can be achieved within micro, meso and macro ecological systems, and how these systems interrelate. We exemplify our framework using illustrations of individual teachers and their interactions with a specific AR program and their institutions. While we focus on AR, this framework may apply to EP and other forms of practitioner research which strive for inclusive LPRD. We conclude with practical implications for teacher educators and professional development coordinators about fostering inclusive LPRD within institutional environments.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"98 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141177313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-21DOI: 10.1177/13621688241251953
Jaber Kamali
This study reports on the identity formation of the author as a novice research mentor of an independent research course for TESOL teachers over six months (from the course design to the first research submission). The data is collected from four critical autoethnographic narratives written by the author before, during, and after this period. The narratives were analysed thematically with an eye on the theoretical underpinning of the study, i.e. ecological perspective, in three ecological layers namely micro-, meso-, and macrosystem. The results revealed that the author’s identity construction was influenced by different factors such as ‘autonomy in mentoring’, ‘mediating mentorship’, or ‘academic recognition’ in three levels of educational ecology. The results of this study can motivate research mentors and teacher educators, specifically novice ones, to find some similarities with the ideas discussed in this research and to record their lived experiences as a tool for reflection.
{"title":"An ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus","authors":"Jaber Kamali","doi":"10.1177/13621688241251953","DOIUrl":"https://doi.org/10.1177/13621688241251953","url":null,"abstract":"This study reports on the identity formation of the author as a novice research mentor of an independent research course for TESOL teachers over six months (from the course design to the first research submission). The data is collected from four critical autoethnographic narratives written by the author before, during, and after this period. The narratives were analysed thematically with an eye on the theoretical underpinning of the study, i.e. ecological perspective, in three ecological layers namely micro-, meso-, and macrosystem. The results revealed that the author’s identity construction was influenced by different factors such as ‘autonomy in mentoring’, ‘mediating mentorship’, or ‘academic recognition’ in three levels of educational ecology. The results of this study can motivate research mentors and teacher educators, specifically novice ones, to find some similarities with the ideas discussed in this research and to record their lived experiences as a tool for reflection.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"41 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141079220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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