K-12 Classroom Research in Language Teaching and Learning

Narratives for Understanding and Engaging in Teacher Research
1. Auflage 2024
ISBN: 978-1-032-73720-1
Verlag: Routledge

Buch, Englisch, 356 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 666 g

Reihe: Routledge Research in Language Education

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.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Reynolds, Kate Mastruserio

Kuttig, Khanh-Duc

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Pädagogik
• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften

Inhaltsverzeichnis

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 Yataganbaba, Rana Yildirim, and Fatma Sentürk

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 Dikilitas, 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

Über Autor(innen)

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.