This volume focuses on real-world examples of teacher-researcher collaborations in TESOL in a variety of contexts. The book begins with a review of conceptual foundations and cultural factors that facilitate or hinder TESOL educators engagement in and with research. The chapters that follow contain diverse geographic representations, topics, and author voices engaged in research collaborations, illustrating approaches to ethical and cross-cultural challenges of such engagement, as well as successes. The proliferation of a neo-liberal agenda in education that has an impact on local TESOL classrooms has generated a sense of urgency for teacher-researcher collaborations that promote diversity, equity, and inclusion in TESOL, to which this volume responds. The chapters document how a range of TESOL educators including teachers, teacher educators, teacher candidates, and researchers developed and reflected on their collaborations with the aim of building a culture of research in English language education.
This volume will be of high interest to English language and language teachers, graduate/undergraduate students, teacher educators, researchers in areas of TESOL, language education, applied linguistics, literacy education, and teacher education.
Foreword; G. Barkhuizen.- Introduction; Ö. Utuk, J. Curtis.- Part
I: What does it mean to build a culture of research in TESOL?.- Fostering a
culture of research in TESOL: A critical review and a look ahead. Chiew Hong
Ng, Yin Ling Cheung, Weiyu Zhang.- Towards more equitable transnational and
cross-cultural teaching-research collaborations in English language
education. Mary Shepard Wong and David Myu Htoi Awng Kareng.- Cultivating
co-learning in participatory design for translanguaging pedagogies. Leah
Shepard-Carey.- Maintaining our integrity as teachers and human beings: How
a dialogic research partnership fostered the agency and advocacy of early
career teachers. Megan Madigan Peercy.- Part II: How are collaborations and
communities building a culture of research globally?.- RICELT: Bringing
together an inclusive TESOL research community in Chile. Gloria
Romero.- Collaborative negotiations of language, power, and teacher identity
in six voices. Laura M. Kennedy, Clarque Brown, Janet Hernandez, Isabel Moua,
Nathan Stables, Taylor M. Williams.- Understanding the teaching-research
nexus in the Saudi EFL context: Insights from an intercultural language
teaching project. Umar Alharbi, Erhan Aslan.- We are learning so much
together!: A teaching-research collaboration. Elena Andrei, Rebekah
Harper.- Building cross-cultural collaborations: The case of an action
research project in Japan, China, and Spain. Martin Parsons, Mikel Garant,
Marķa Ruiz Rodriguez, Beatriz Martķn Gascón.- College writing teachers as
co-researchers: Promoting linguistically responsive instruction through
collaborative program-wide assessment. Qianqian Zhang-Wu, Mya
Poe.- Afterword Anne Burns.
Jessie Hutchison Curtis, PhD, is an adjunct faculty member in the English Writing Program at Rutgers, The State University of New Jersey, where she works with international students. Her research interests include teacher education in multilingual contexts, practitioner inquiry, and negotiations of identity in linguistically diverse settings. Her work has been published in the International Journal of Multilingual Education, Language Teaching Research, Foreign Language Annals, Critical Multilingualism Studies, and the Journal of Language, Identity & Education.
Ozgehan Ustuk, PhD, is a language teacher, teacher educator, and researcher currently working as a postdoctoral research fellow at The Hong Kong Polytechnic University. His research interests include practitioner inquiry, teacher identity and learning, classroom discourse, and drama in language education. His works appeared in international journals such as Language Teaching Research, TESOL Quarterly, TESOL Journal, and International Journal of Lesson and Learning Studies.
