Kooperativer Bibliotheksverbund

UID:

Umfang: XVII, 222 p. 6 illus., 4 illus. in color. , online resource.

Ausgabe: 1st ed. 2024.

ISBN: 9783031621420

Serie: Educational Linguistics, 64

Inhalt: 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.

Anmerkung: Foreword; G. Barkhuizen -- Introduction; Ö. Uştuk, 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, María Ruiz Rodriguez, Beatriz Martín Gascón -- College writing teachers as co-researchers: Promoting linguistically responsive instruction through collaborative program-wide assessment. Qianqian Zhang-Wu, Mya Poe -- Afterword Anne Burns.

In: Springer Nature eBook

Weitere Ausg.: Printed edition: ISBN 9783031621413

Weitere Ausg.: Printed edition: ISBN 9783031621437

Weitere Ausg.: Printed edition: ISBN 9783031621444

Sprache: Englisch

DOI: 10.1007/978-3-031-62142-0

URL: https://doi.org/10.1007/978-3-031-62142-0

UID:

Umfang: 1 online resource (230 pages)

Ausgabe: 1st ed.

ISBN: 9783031621420

Serie: Educational Linguistics Series ; v.64

Anmerkung: Intro -- Foreword: Who Are Researchers in TESOL, Where Do They Do Their Research Work, and When Do They Do It? -- Reference -- Contents -- About the Editors -- List of Figures -- List of Tables -- Introducing a Culture of Research in TESOL: Global Perspectives, Local Practices -- 1 Origin of the Volume -- 2 The Culture of Research in TESOL -- 3 Organization of the Book -- 3.1 What Does It Mean to Build a Culture of Research in TESOL? -- 3.2 How Are Collaborations and Communities Building a Culture of Research Globally? -- References -- Part I: What Does It Mean to Build a Culture of Research in TESOL? -- Fostering a Culture of Research in TESOL: A Review and a Look Ahead -- 1 Introduction -- 1.1 What Is Research Culture? -- 1.2 What Is Teacher Research? -- 2 Methodology -- 2.1 Review Procedure -- 2.2 Overview of Findings and Limitations of the Review -- 3 Findings -- 3.1 Conceptual Approaches to Building a Culture of Research in TESOL -- 3.2 Teachers' Conceptualizations and Research Engagement -- Conceptualizations of Research -- Engagement with/in Research -- 3.3 Action Research (AR) Studies -- Professional Development for In-Service Teachers -- AR as Programming for Pre-service Teachers -- 3.4 Sustainability in Action Research -- 3.5 Professional Identities and Purposes of Research -- 3.6 Building Collaborations: Perspectives from CAR, CoI/CoRP, Institutional Ethnography, and Translanguaging -- 3.7 Frameworks for Understanding Teachers' Beliefs about Research -- 4 Factors Facilitating and Hindering Teacher Research -- 5 Conclusion: The Culture of Research in TESOL Today and Tomorrow -- References -- Towards Equitable, Bi-directional, and Reflexive Research Collaborations in English Language Teaching -- 1 Introduction -- 2 Literature Review: Types of Research Collaborations in ELT -- 2.1 Teacher-Researcher and Teacher-Teacher Collaborations. , 2.2 Interdisciplinary, Multiracial, Multilingual, and Male/Female Collaborations -- 2.3 Transnational and Intercultural Collaborations -- 2.4 Emerging/Experienced Researcher Collaborations -- 3 Lessons Learned in Collaborative Research -- 3.1 Lessons from Hong Kong -- 3.2 Lessons from Vietnam -- 3.3 Lessons from Myanmar -- 4 Issues in Collaborative Research -- 4.1 Inequitable/Equitable Processes: Creating "Weightless" Spaces -- 4.2 Global North-Agenda/Local Agendas "Eating Someone's Brain" -- 4.3 Unethical/Ethical: "Research is the Dirtiest Word" -- 4.4 Unidirectional/Bi-directional "Paying it Forward" -- 5 Conclusions on an Equitable Collaborative Process -- References -- Cultivating Co-learning in Participatory Design for Translanguaging Pedagogies -- 1 Introduction -- 2 Background of the Project -- 2.1 Critical and Feminist Framings of Research and Collaboration -- 2.2 Radical Reflexivity and Co-learning -- 2.3 A Call for Collaborative, Critical, and Feminist Approaches in Translanguaging Pedagogies Research -- 3 Methods -- 3.1 Context and Participants -- 3.2 Ongoing Positionality -- 3.3 Data Collection and Analysis -- 4 Findings -- 4.1 Ideologies about Multilingualism and Our Partnership -- 4.2 Affordances and Constraints Related to Co-designing and Implementing Translanguaging Pedagogies -- 5 Implications and Conclusion -- References -- "Maintaining Our Integrity as Teachers and Human Beings": How a Dialogic Research Partnership Created a Humanizing Space for Early Career Teachers of Multilingual Students -- 1 Introduction -- 2 Related Literature and Framework -- 3 Methodology -- 4 Findings -- 4.1 Reflections on our Research Process -- Megan (Teacher Educator) -- Andrew (Teacher) -- Johanna (Teacher Educator) -- Daisy (Teacher Educator) -- Andrea (Teacher) -- Stephanie (Teacher) -- 4.2 Benefits of Our Collaboration -- 4.3 Lessons Learned. , Stephanie (Teacher) -- Andrew (Teacher) -- Johanna (Teacher Educator) -- Daisy (Teacher Educator) -- Andrea (Teacher) -- Megan (Teacher Educator) -- 5 Closing Thoughts -- References -- Part II: How Are Collaborations and Communities Building a Culture of Research Globally? -- Establishing an Inclusive TESOL Research Community in Chile -- 1 Introduction -- 1.1 The Chilean Educational Context -- 1.2 Background: Before RICELT -- 1.3 RICELT's Beginnings -- 2 Theoretical Constructs Behind RICELT's Work and Initiatives -- 2.1 Decentring ELT -- 2.2 Communities of Practice -- 2.3 Particularity and Practicality -- 3 RICELT's Milestones and Challenges -- 3.1 Empowering Local Voices in Chilean ELT Research -- 3.2 Advocacy and Equity Ideals -- 3.3 A Decentring TESOL Network -- 3.4 Practical and Particular Outreach Initiatives -- 3.5 Sweet and Sour in a Research Community of Practice -- 3.6 RICELT's Future Directions -- 4 Conclusions and Further Reflections -- References -- Blurring Boundaries: A Longitudinal Teacher-Researcher Collaboration in South Korea -- 1 Introduction -- 2 Background on the Dissertation Study -- 2.1 Three-Phase Research Design -- 2.2 Participants -- 2.3 Data Collection -- 3 Building Community -- 3.1 Foundation: Common Goal -- 3.2 Establishing Norms and Values -- 3.3 Evolving Community -- 4 Benefits of the Community for Participating Teachers -- 4.1 Community of Support -- 4.2 Guided Self-Reflection and Feedback -- 4.3 Outlet for Processing Stress and Uncertainty -- 5 Benefits of the Community for Researchers -- 5.1 Nuanced Understanding -- 5.2 Continued Professional Development -- 6 Overcoming Challenges Within a Longitudinal Partnership -- 7 Recommendations for Future Teacher-Researcher Communities -- 7.1 Create Collaborative Communities -- 7.2 Practicing Trust Through Flexibility -- 8 Dissertation Findings and Further Reflections. , 9 Epilogue -- Appendix: Sample of Creative Writing -- References -- Understanding the Teaching-Research Nexus in the Saudi EFL Context: Insights from an Intercultural Language Teaching Project -- 1 Introduction -- 2 Literature Review -- 2.1 The Teaching-Research Nexus in ELT and Applied Linguistics -- 2.2 ELT in the Saudi Educational Context -- 3 Methodology -- 3.1 Context -- The Research Collaboration Project -- 3.2 Participants -- 3.3 Data Collection -- 3.4 Data Analysis -- 4 Findings -- 4.1 Institutional Investment in Research -- 4.2 Teachers' Perceptions of the Research Collaboration -- 4.3 The Jargonisation of Research -- 4.4 Challenges in Contextualising Research -- 5 Discussion and Conclusion -- Appendices -- Appendix 1: Module Schedule and Interview Schedule -- Appendix 2: Interview Protocols -- First Interview (Ahead of the Collaboration) -- Second Interview (After the Implementation of the ICLT Framework) -- References -- "We Are Learning So Much Together!": A Sustained Teaching-Research Collaboration -- 1 Introduction -- 2 Teaching-Research Collaborations in TESOL -- 2.1 Action Research as a Conceptual Framework -- 2.2 Action Research and Collaboration -- 2.3 Action Research and Reflection -- 3 Methodology -- 3.1 Context -- 3.2 2021-2022 In-Service Teacher Program -- 3.3 Participants -- 3.4 Data Collection and Analysis -- 4 Findings: Examples of Reflective Communication -- 4.1 Cross-Institutional Collaboration at the Secondary School (2018-2021) -- 4.2 Collaboration in the University MA-TESOL Program (2021-2022) -- Appreciating and Being Grateful for Our Work Together -- Sharing and Discussing Practices -- Providing Peer Feedback -- 5 Discussion and Implications -- 6 Take Action! -- References -- College Writing Teachers as Co-researchers: Promoting Faculty Understanding of Multilingual Writers Through Collaborative Program-Wide Assessment. , 1 Introduction -- 2 Institutional Background and Project Overview -- 3 Polyvocal Reflections from Research Collaborators -- 3.1 Part-Time Lecturer and Chair of WPAC: Tom -- 3.2 Assistant Professor of English and Director of Multilingual Writing: Qianqian -- 3.3 Associate Professor of English and Writing Program Director: Mya -- 3.4 Doctoral Student and Assistant Director of the Writing Program: Matthew -- 4 Discussion and Conclusion -- 4.1 Co-researching as Professional Development -- 4.2 The Power of Bottom-Up Faculty-Driven Program Assessment -- References -- Afterword: Collaborative Turns in Building a Research Culture -- Collaborative Turns Towards Building a Culture of Research in TESOL -- The Turn in Place: Where the Research Occurs -- The Turn in Time: How Long the Research Continues -- The Turn in Participation: Who the Researchers Are and Whose Voices Are Heard -- The Turn in Methodology: What Research Designs Are Used -- The Turn in Impact: What Research Means for Educational Communities -- Where to from Here? -- Conclusion -- References.

Weitere Ausg.: Print version: Curtis, Jessie Hutchison Building a Culture of Research in TESOL Cham : Springer International Publishing AG,c2024 ISBN 9783031621413

Sprache: Englisch

UID:

Umfang: 1 online resource (230 pages)

Ausgabe: 1st ed. 2024.

ISBN: 9783031621420

Serie: Educational Linguistics, 64

Inhalt: 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.

Anmerkung: Foreword; G. Barkhuizen -- Introduction; Ö. Uştuk, 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, María Ruiz Rodriguez, Beatriz Martín Gascón -- College writing teachers as co-researchers: Promoting linguistically responsive instruction through collaborative program-wide assessment. Qianqian Zhang-Wu, Mya Poe -- Afterword Anne Burns.

Weitere Ausg.: Print version: Curtis, Jessie Hutchison Building a Culture of Research in TESOL Cham : Springer International Publishing AG,c2024 ISBN 9783031621413

Sprache: Englisch

DOI: 10.1007/978-3-031-62142-0