This edited volume presents narratives on a range of methods for research on second language teaching and learning appropriate to the elementary, middle, and high schools (K-12). Teacher researchers in different worldwide contexts narrate their processes to explain and demonstrate practitioner research in context; contributors describe their research from exploring the rationale for the project, to designing the study, analyzing the data, and disseminating it. As such, the book illustrates how K-12 practitioners design, gather, analyze, interpret, and strategically employ data to make data-driven, evidence-based, and analysis-informed instructional, assessment, and programmatic decisions. This volume empowers teacher-researchers and allows them to envision research projects in their own classrooms. Offering new insights into the researchers’ thinking processes, challenges, and solutions, and advocating teacher research for understanding learning, the teaching of language, and the development of SLA, this text will appeal to educators and researchers involved in language education, second language acquisition, TESOL, ESL/EFL/ELT, and applied linguistics.
Edited by:
Kate Mastruserio Reynolds,
Khanh-Duc Kuttig
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 229mm,
Width: 152mm,
Weight: 820g
ISBN: 9781032737201
ISBN 10: 1032737204
Series: Routledge Research in Language Education
Pages: 336
Publication Date: 31 July 2024
Audience:
College/higher education
,
Professional and scholarly
,
Primary
,
Undergraduate
Format: Hardback
Publisher's Status: Forthcoming
List of Contributors Acknowledgments Acronyms Defined Introduction: The Case for Teacher Research in English Language Teaching Khanh-Duc Kuttig and Kate Mastruserio Reynolds Section I: Early Career Practitioner Researchers Chapter 1: Exploring Further Vocabulary Acquisition through Inquiry and Storytelling: An Action Research Study Christina J.Rocha Chapter 2: A K-12 Teacher’s Research in Practice Kathy Lobo and Khanh-Duc Kuttig Chapter 3: The Roles of School-Based Language Specialists: Implications for ELL Teacher and Speech-Language Pathologist Collaboration Erica Solorio Chapter 4: Taiwanese Elementary School English Teachers’ Design and Implementation of Glocalized English Lessons Chin-Wen Chien, Ting-Hsiu Lin, and Yun-Yun Huang Chapter 5: Cultivating Positive Reading Attitudes with Grade 8 Learners Okon Effiong, Sylviana Engelbrecht, and Rethabile Mawela Chapter 6: Developing Curriculum Materials Integrating Language and Social Studies: Implementing a Functional Approach to Language Development Luciana C. de Oliveira, Tara Willging, and Joy Beatty Section II: Mid-Career Practitioner Researchers Chapter 7: Results and Revelations about a Dual Immersion Kindergarten in China: Reflections on Research Jane Hoelker and Tamralynn T. Clark Chapter 8: Exploring Language Teacher Emotions and Organizational Support through Autoethnographic Narratives Brenda Valentine and Juyoung Song Chapter 9: A Conversation Analytic Journey into K-12 Language Classrooms Esra Yatağanbaba, Rana Yıldırım, and Fatma Şentürk Chapter 10: A Trainee EFL Teacher’s Self-Reflexivity in Exploring Motivational Dynamics in Self-Guided Professional Learning Mehmet Sak and Meysa Acar Chapter 11: Narrative Inquiry as a Form of Professional Development Vu Tran-Thanh, Ha Thi Nguyen, and Ha Thanh Le Chapter 12: Developmental Trajectories of a Pre-K-12 Teacher during Collaborative Research with University Academics on Translanguaging Pedagogy Kenan Dikilitaş, Vahid Bahrami, and Nil Tugce Erbakan Chapter 13: Status, Language Affordances, and Engagement for English Learners Martha Sandstead, Debbie Pritchett, Angela Wassom, and Sara Wiger Chapter 14: Assuring Equitable and Effective Practices to K-12 Multilingual Populations through Program Evaluations: Overview and Recommendations Solange A. Lopes Murphy and Geoff Hewitt Chapter 15: Conclusion: Teachers’ Thoughts on Practitioner Research Narratives Susan Calix, Aimee Wisener, and Nermeen Adly Glossary Index
Kate Mastruserio Reynolds is Professor of TESOL/Literacy at Central Washington University, USA. A licensed K-12 educator, she has taught teachers in several countries and multilingual learners of English in public-school districts at elementary, middle schools and universities in various contexts. Dr. Reynolds’ publications include Introduction to TESOL: Becoming a Language Teaching Professional and Research Methods in Language Teaching and Learning: A Practical Guide. In 2022, she was inducted on to the TESOL International Association’s Board of Directors (2022-2025). Khanh-Duc Kuttig is Instructor in EFL at the University of Siegen, Germany. She is involved in IATEFL’s Teacher Training and Education SIG, TESOL’s Teacher Educator Interest Section and is Chair of TESOL’s Professional Development Professional Council (2024). She is currently a doctoral student at the Heidelberg University of Education, where she is creating a corpus of teacher classroom language. In 2021, she was recipient of the TESOL International/NGL Teacher of the Year award.
