Student and novice researchers may have a general idea for a topic they would like to research, but have a difficult time settling on a more specific topic and its associated research questions. Addressing this problem, this book features contributions from over thirty diverse and experienced research supervisors, mentors, and principal investigators in the field of language teacher education. The chapters are autobiographic in nature, with each contributing author reflecting on relevant, current and innovative research topics through the lens of their own professional life and research work. Offering explicit research topics and strategies for each area of expertise, this book will serve as a useful reference for the seasoned qualitative or narrative researcher, and a helpful guide for new researchers and teacher researchers narrowing down their own research topics.
Table of Contents
1 Introduction: Qualitative research topics in language teacher education Gary Barkhuizen 2 Working with doctoral dissertation writers Christine Pearson Casanave 3 Going beyond familiarity and doing the opposite in language teacher education Tan Bee Tin 4 Learning to teach languages Donald Freeman 5 Researching language ideologies Carolyn McKinney 6 Language teachers’ professional learning in China Wen Qiufang 7 The impact of language teacher professional development Simon Borg 8 Language teacher psychology research Sarah Mercer 9 Emotions in language teacher education and practice Elizabeth R. Miller and Christina Gkonou 10 Researching emotion in LTE Matthew T. Prior 11 Beliefs and emotions in language teaching and learning Ana Maria F. Barcelos 12 Language teacher identities in teacher education Bonny Norton and Peter De Costa 13 Understanding language teacher identities: Conceptualizations, practices and change Maria Ruohotie-Lyhty 14 Researching LTE through a Vygostkian sociocultural theoretical perspective Paula R. Golombek 15 Context in sociocultural theory Anne Feryok 16 Academic writing: Linking writers, readers and text content Rosemary Wette 17 English L2 writing in international higher education Jim McKinley 16 Academic writing: The human side Pat Strauss 19 Critical questions in English for academic purposes Gregory Hadley 20 Race in critical research Ryuko Kubota 21 Gender and LTE Harold Castañeda-Peña 22 Researching English as an international language Heath Rose 23 Multilingualism in (foreign) language teaching and learning Anne Pitkänen-Huhta 24 English language teaching in multilingual contexts Christa van der Walt 25 Social representations of multilingualism Alice Chik and Sílvia Melo-Pfeifer 26 Language teacher education in study abroad contexts John L. Plews 27 Study abroad for language teachers John Macalister 28 Generating action research topics Anne Burns 29 Researching teacher research Daniel Xerri 30 Teacher researchers Kenan Dikilitaş 31 Exploring issues in language and content instruction Sandra Zappa-Hollman and Patricia A. Duff 32 LTE in primary and secondary schools Takaaki Hiratsuka 33 Researching task-based teaching and assessment Martin East 34 Language teaching approaches Jessie S. Barrot 35 Strategy instruction Carol Griffiths
Gary Barkhuizen is professor of applied linguistics at the University of Auckland, New Zealand. His teaching and research interests are in the areas of language teacher education, teacher and learner identity, study abroad, and narrative inquiry. He is editor of Reflections on Language Teacher Identity Research (Routledge, 2017) and co-author of Narrative Inquiry in Language Teaching and Learning Research (Routledge, 2014).
"Gary Barkhuizen’s new edited collection is thoughtfully curated, illuminating, immensely useful, and welcomingly accessible. I appreciate the context and interest provided by the autobiographical sections, as well as the specificity of the advice and of the topic suggestions. This book fills a very real need, gathers a wealth of expertise in one volume, and from now on will be essential reading for scholars at any stage of their careers."
Stephanie Vandrick, University of San Francisco, USA.
"This book offers us a wide range of topics in qualitative research in language teacher education. It is an excellent introduction for graduate students who are planning research projects, language teachers who are reflecting on their teaching and trying to improve it further, and teacher educators who are designing and running teacher education programmes. It could become one of the few books you need to refer to throughout the different stages of your development as a language teaching professional."
Masaki Oda, Tamagawa University, Japan.
"This is an excellent resource for graduate students looking for research topics for their theses or dissertations. Written by established L2 scholars from around the world, each chapter provides up to date research topics within applied linguistics and language education that could form the basis for graduate students and novice L2 scholars to carry out productive research studies. I highly recommend this book!"
Willy A. Renandya, National Institute of Education, Singapore.