1st Edition
K-12 Classroom Research in Language Teaching and Learning Narratives for Understanding and Engaging in Teacher Research
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.
Contents
Contributor Bios
Acknowledgments
Acronyms Defined
Introduction: The Case for Teacher Research in English Language Teaching
Section I: Early Career Practitioner Researchers
Chapter 1: Exploring Further Vocabulary Acquisition through Inquiry and Storytelling: An Action Research Study by Christina J.Rocha
Chapter 2: A K-12 Teacher’s Research in Practice by Kathy Lobo and Khanh-Duc Kuttig
Chapter 3: The Roles of School-Based Language Specialists: Implications for ELL Teacher and Speech-Language Pathologist Collaboration by Erica Solorio
Chapter 4: Taiwanese Elementary School English Teachers’ Design and Implementation of Glocalized English Lessons by Chin-Wen Chien, Ting-Hsiu Lin, and Yun-Yun Huang
Chapter 5: Cultivating Positive Reading Attitudes with Grade 8 Learners by Okon Effiong, Sylviana Engelbrecht, and Rethabile Mawela
Chapter 6: Developing Curriculum Materials Integrating Language and Social Studies: Implementing a Functional Approach to Language Development by 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 by Jane Hoelker and Tamralynn T. Clark
Chapter 8: Exploring Language Teacher Emotions and Organizational Support through Autoethnographic Narratives by Brenda Valentine and Juyoung Song
Chapter 9: A Conversation Analytic Journey into K-12 Language Classrooms by 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 by Mehmet Sak and Meysa Acar
Chapter 11: Narrative Inquiry as a Form of Professional Development by Vu Tran-Thanh, Ha Thi Nguyen, and Ha Thanh Le
Chapter 12: Developmental Trajectories of a PreK-12 Teacher during Collaborative Research with University Academics on Translanguaging Pedagogy by Kenan Dikilitaş, Vahid Bahrami, and Nil Tugce Erbakan
Chapter 13: Status, Language Affordances, and Engagement for English Learners by 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 by Solange A. Lopes Murphy and Geoff Hewitt
Chapter 15: Conclusion: Teachers’ Thoughts on Practitioner Research Narratives by Susan Calix, Aimee Wisener, and Nermeen Adly
Glossary
Index
Biography
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.
