Skip to main content
×
Home
    • Aa
    • Aa

Language teacher research engagement

  • Simon Borg (a1)
Abstract

The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical accounts of teachers’ practices and experiences in doing teacher research and reading research, and of the benefits that accrue to them from such activities are, however, limited and diffuse. This review examines the available evidence on research engagement in language teaching and discusses this in relation to the educational literature more broadly. The analysis presented here highlights both the benefits and the challenges that are associated with teacher research engagement, and sheds light on why teacher research remains largely a minority activity in the field of language teaching. It also illustrates the complex relationship between research knowledge and what teachers do, and considers the implications of this relationship for the contribution that reading research can make to teachers’ professional activities. The paper concludes by outlining a number of conditions which facilitate teachers’ attempts to engage both in and with research. An awareness of these conditions is fundamental to the success of initiatives which aim to promote language teacher research engagement.

Copyright
Linked references
Hide All

This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

D. Allwright & J. Hanks (2009). The developing language learner: An introduction to exploratory practice. Basingstoke: Palgrave Macmillan.

C. Chaudron (1988). Second language classrooms: Research on teaching and learning. New York: Cambridge University Press.

C. Edwards & J. Willis (eds.) (2005). Teachers exploring tasks in English language teaching. Basingstoke: Palgrave Macmillan.

J. McNiff & J. Whitehead (2002). Action research: Principles and practice (2nd edn.). London: RoutledgeFalmer.

G. K. Porte (2002). Appraising research in second language learning: A practical approach to critical analysis of quantitative research. Amsterdam: John Benjamins.

J. C. Richards & T. S. C. Farrell (2005). Professional development for language teachers. Cambridge: Cambridge University Press.

Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Language Teaching
  • ISSN: 0261-4448
  • EISSN: 1475-3049
  • URL: /core/journals/language-teaching
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Metrics

Altmetric attention score

Full text views

Total number of HTML views: 19
Total number of PDF views: 352 *
Loading metrics...

Abstract views

Total abstract views: 1109 *
Loading metrics...

* Views captured on Cambridge Core between September 2016 - 27th June 2017. This data will be updated every 24 hours.