Jason Anderson
Biographic Data
| ID | 5999328 |
|---|---|
| NAME | Jason Anderson |
| GIVEN NAMES | Jason |
| FAMILY NAME | Anderson |
| SIGNATURE | ANDERSON J |
| AFFILIATIONS | University of Warwick |
| ORCID | 0000-0002-3400-0135 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Teacher Research in Tesol
This article offers a state‐of‐the‐art, critical discussion of teacher research as characterized in TESOL, applied linguistics, and wider educational literatures. We offer a reconceptualization of teacher research that recognizes teacher priorities and perspectives as distinct from academic ones. Four continua are proposed to enable teachers to locate and validate their own research activities on a spectrum ranging from researching‐in‐practice to…
Metasummary: Examining the potential of a methodologically inclusive approach for conducting systematic reviews of educational research
Narrative self-observation: A new framework for teacher professional development and identity research
Building on prior scholarship into narrative inquiry and autoethnography, this article proposes an original continuous professional development framework – narrative self-observation (NSO) – that has the potential to enhance teacher reflection and identity awareness through the peer-mediated ‘storying’ of a self-observed lesson. After conceptualising NSO, describing the framework and outlining the constructs and premises underpinning it, we repor…
Translanguaging: A view from the South
Language teacher expertise research: A theoretical case and research agenda
Expertise exists among all communities of educational practitioners at all levels and in all national contexts. By identifying expert practitioners, learning from them and valuing their professional competence, researchers can support, promote and build upon sustainable, embodied, holistic models of quality in ways that have direct relevance for the classroom, the curriculum and wider educational goals. Yet, despite its potential as a field of re…
Reimagining educational linguistics: A post-competence perspective
Drawing on Bernstein’s sociology of education, this article offers a critical discussion of the origins, assumptions and values of educational linguistics since its foundation in the 1970s. It argues that the sociohistorical context in which the field emerged led to its areas of focus and mission being based on a number of problematic assumptions originating in a primarily Anglophone, Chomskyan theory of language and learning; assumptions that ha…
The translanguaging practices of expert Indian teachers of English and their learners
This paper reports on a comparative case study of the multilingual practices of eight secondary teachers of English from across India, all identified as experts of their contexts using multiple criteria. Both qualitative and quantitative data from classroom observations, interviews and other sources were collected, analysed and compared across cases. It finds that, while there was noticeable variation among the participants, all engaged in comple…
Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India
Case study research is a well-established, widely recognised methodology that enables us to understand phenomena of interest in social sciences through a range of data collection means, often combined (Flyvbjerg, 2011).1 As such, it is recognised by scholars working across the paradigm continuum – from interpretivist (e.g. Stake, 2006) to critical realist (Bartlett & Vavrus, 2017) and more positivist-leaning (Gerring, 2007) positions – and is fre…
Languages for learning: A framework for implementing India’s multilingual language-in-education policy
This paper proposes a framework for multilingual language-in-education policy implementation, offered as a critically constructive response to India’s recent National Education Policy 2020 (GOI, 2020). Rooted in India’s existing educational language policy, our linguistically inclusive ‘Languages for Learning’ (LFL) framework is, we believe, structurally flexible, socioculturally feasible, economically viable and academically relevant. It aims to…
What's in a name? Why ‘SLA’ is no longer fit for purpose and the emerging, more equitable alternatives
Comments from the reviewers ‘ ... very well-written, well-presented, and well-argued, fulfiling the aim of addressing critically an aspect of applied linguistics/SLA about which the author is clearly passionate and challenging the ubiquity, appropriateness and current relevance of the term “second language acquisition”’. ‘An essay which is at once elegant, eloquent, erudite, critical, creative, and constructive. It is topical while also grounded …
Translingual practices in English classrooms in India: Current perceptions and future possibilities
This paper reports on an exploratory survey investigating both translingual practices in English language classrooms in India and attitudes towards translanguaging and L1 use among teachers surveyed. 169 teachers from primary, secondary, tertiary and adult sectors responded to 33 quantitative and six qualitative items investigating nine research questions. The majority of respondents reported making only occasional use of other languages in Engli…
In search of reflection-in-action: An exploratory study of the interactive reflection of four experienced teachers
Can Europe Catalyze Climate Action
Global warming is an issue that cries out for central policy coordination, and in many respects policy making in this area has paved the way for EU cooperation
Exploring Surface Collected Data with Spatial Analysis Methods
Surface collection is commonly conducted as a first step in the investigation of many archaeological sites. Such data are often used to provide information concerning the subsurface nature of the site. In some instances, the surface collected data can provide additional information concerning the site component(s) represented at a site. In cases where intact cultural deposits are not present below the base of the plow zone, surface collected data…
Languages for learning: A framework for implementing India’s multilingual language-in-education policy
This paper proposes a framework for multilingual language-in-education policy implementation, offered as a critically constructive response to India’s recent National Education Policy 2020 (GOI, 2020). Rooted in India’s existing educational language policy, our linguistically inclusive ‘Languages for Learning’ (LFL) framework is, we believe, structurally flexible, socioculturally feasible, economically viable and academically relevant. It aims to…
The translanguaging practices of expert Indian teachers of English and their learners
This paper reports on a comparative case study of the multilingual practices of eight secondary teachers of English from across India, all identified as experts of their contexts using multiple criteria. Both qualitative and quantitative data from classroom observations, interviews and other sources were collected, analysed and compared across cases. It finds that, while there was noticeable variation among the participants, all engaged in comple…
In search of reflection-in-action: An exploratory study of the interactive reflection of four experienced teachers
What's in a name? Why ‘SLA’ is no longer fit for purpose and the emerging, more equitable alternatives
Comments from the reviewers ‘ ... very well-written, well-presented, and well-argued, fulfiling the aim of addressing critically an aspect of applied linguistics/SLA about which the author is clearly passionate and challenging the ubiquity, appropriateness and current relevance of the term “second language acquisition”’. ‘An essay which is at once elegant, eloquent, erudite, critical, creative, and constructive. It is topical while also grounded …
Language teacher expertise research: A theoretical case and research agenda
Expertise exists among all communities of educational practitioners at all levels and in all national contexts. By identifying expert practitioners, learning from them and valuing their professional competence, researchers can support, promote and build upon sustainable, embodied, holistic models of quality in ways that have direct relevance for the classroom, the curriculum and wider educational goals. Yet, despite its potential as a field of re…
Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India
Case study research is a well-established, widely recognised methodology that enables us to understand phenomena of interest in social sciences through a range of data collection means, often combined (Flyvbjerg, 2011).1 As such, it is recognised by scholars working across the paradigm continuum – from interpretivist (e.g. Stake, 2006) to critical realist (Bartlett & Vavrus, 2017) and more positivist-leaning (Gerring, 2007) positions – and is fre…
Exploring Surface Collected Data with Spatial Analysis Methods
Surface collection is commonly conducted as a first step in the investigation of many archaeological sites. Such data are often used to provide information concerning the subsurface nature of the site. In some instances, the surface collected data can provide additional information concerning the site component(s) represented at a site. In cases where intact cultural deposits are not present below the base of the plow zone, surface collected data…
Exploring Surface Collected Data with Spatial Analysis Methods
Surface collection is commonly conducted as a first step in the investigation of many archaeological sites. Such data are often used to provide information concerning the subsurface nature of the site. In some instances, the surface collected data can provide additional information concerning the site component(s) represented at a site. In cases where intact cultural deposits are not present below the base of the plow zone, surface collected data…
Can Europe Catalyze Climate Action
Global warming is an issue that cries out for central policy coordination, and in many respects policy making in this area has paved the way for EU cooperation
In search of reflection-in-action: An exploratory study of the interactive reflection of four experienced teachers
Translingual practices in English classrooms in India: Current perceptions and future possibilities
This paper reports on an exploratory survey investigating both translingual practices in English language classrooms in India and attitudes towards translanguaging and L1 use among teachers surveyed. 169 teachers from primary, secondary, tertiary and adult sectors responded to 33 quantitative and six qualitative items investigating nine research questions. The majority of respondents reported making only occasional use of other languages in Engli…
Languages for learning: A framework for implementing India’s multilingual language-in-education policy
This paper proposes a framework for multilingual language-in-education policy implementation, offered as a critically constructive response to India’s recent National Education Policy 2020 (GOI, 2020). Rooted in India’s existing educational language policy, our linguistically inclusive ‘Languages for Learning’ (LFL) framework is, we believe, structurally flexible, socioculturally feasible, economically viable and academically relevant. It aims to…
What's in a name? Why ‘SLA’ is no longer fit for purpose and the emerging, more equitable alternatives
Comments from the reviewers ‘ ... very well-written, well-presented, and well-argued, fulfiling the aim of addressing critically an aspect of applied linguistics/SLA about which the author is clearly passionate and challenging the ubiquity, appropriateness and current relevance of the term “second language acquisition”’. ‘An essay which is at once elegant, eloquent, erudite, critical, creative, and constructive. It is topical while also grounded …
Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India
Case study research is a well-established, widely recognised methodology that enables us to understand phenomena of interest in social sciences through a range of data collection means, often combined (Flyvbjerg, 2011).1 As such, it is recognised by scholars working across the paradigm continuum – from interpretivist (e.g. Stake, 2006) to critical realist (Bartlett & Vavrus, 2017) and more positivist-leaning (Gerring, 2007) positions – and is fre…
Reimagining educational linguistics: A post-competence perspective
Drawing on Bernstein’s sociology of education, this article offers a critical discussion of the origins, assumptions and values of educational linguistics since its foundation in the 1970s. It argues that the sociohistorical context in which the field emerged led to its areas of focus and mission being based on a number of problematic assumptions originating in a primarily Anglophone, Chomskyan theory of language and learning; assumptions that ha…
The translanguaging practices of expert Indian teachers of English and their learners
This paper reports on a comparative case study of the multilingual practices of eight secondary teachers of English from across India, all identified as experts of their contexts using multiple criteria. Both qualitative and quantitative data from classroom observations, interviews and other sources were collected, analysed and compared across cases. It finds that, while there was noticeable variation among the participants, all engaged in comple…
Narrative self-observation: A new framework for teacher professional development and identity research
Building on prior scholarship into narrative inquiry and autoethnography, this article proposes an original continuous professional development framework – narrative self-observation (NSO) – that has the potential to enhance teacher reflection and identity awareness through the peer-mediated ‘storying’ of a self-observed lesson. After conceptualising NSO, describing the framework and outlining the constructs and premises underpinning it, we repor…
Translanguaging: A view from the South
Language teacher expertise research: A theoretical case and research agenda
Expertise exists among all communities of educational practitioners at all levels and in all national contexts. By identifying expert practitioners, learning from them and valuing their professional competence, researchers can support, promote and build upon sustainable, embodied, holistic models of quality in ways that have direct relevance for the classroom, the curriculum and wider educational goals. Yet, despite its potential as a field of re…
Teacher Research in Tesol
This article offers a state‐of‐the‐art, critical discussion of teacher research as characterized in TESOL, applied linguistics, and wider educational literatures. We offer a reconceptualization of teacher research that recognizes teacher priorities and perspectives as distinct from academic ones. Four continua are proposed to enable teachers to locate and validate their own research activities on a spectrum ranging from researching‐in‐practice to…
Metasummary: Examining the potential of a methodologically inclusive approach for conducting systematic reviews of educational research
Psychology (10 works) · Sociology (9 works) · Pedagogy (8 works) · Linguistics (7 works) · Mathematics education (7 works) · Multilingual Education and Policy (7 works) · Second Language Learning and Teaching (7 works) · EFL/ESL Teaching and Learning (6 works) · Political science (6 works) · Computer Science (4 works)