Language teacher associations as a nexus of research and practice
A collaborative autoethnography
Bibliographic Data
| ID | 11989997 |
|---|---|
| Authors | William S Davis (0000-0002-2359-0387, University of Oklahoma, corresponding author), Rebecca Borden (0000-0003-1022-6786, University of Oklahoma), Katelin Frantz (0009-0001-2190-7133, University of Oklahoma), Wenqing Yue (University of Oklahoma) |
| Year | 2025 |
| Volume | 132 |
| Pages | 103710-103710 |
| Publication date | 2025-05-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2025.103710 |
| OpenAlex | W4410022421 |
| Language | EN |
| Citations received | 1 |
| References cited | 41 |
Due to what has been identified as an increasing divide between language teaching practice and research, there exists a growing need to identify unique ways of building sustained collaborations between researchers and teachers. This is particularly needed in the context of world languages (WL) teaching in the United States, which faces numerous challenges arising from pervasive macro-level forces at the state and national levels. One promising means of addressing this need is teachers’ and researchers’ collective engagement with language teacher associations. Taking a collaborative autoethnographic approach, this qualitative study sought to understand how individuals of varied and overlapping roles (e.g., researchers, WL teachers, teacher educators, students, members and leaders of a language teaching association) perceived the structure and mutually contributory nature of one state level teacher association in the United States. Findings indicated that WL teachers and researchers both contributed to and received contributions from the language teacher association in diverse ways. In addition, the findings revealed how the rationale and type of bidirectional contributions were shaped by the constraints and affordances of the state context. The study illuminates the potential of language teacher associations in mediating and sustaining such a research-practice nexus and collective agency in challenging contexts. Implications for language teachers, researchers, teacher educators, and language teacher associations are discussed
Autoethnography · Nexus (standard · Pedagogy · Social science · Sociology · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Fundamentals of Qualitative Research
The Burnout Spiral
Foreign Language Educators’ Exposure to Research
Teacher communities as a context for professional development
Marrying Collective Wisdom
‘Who Is My Research for?’
The Research–Practice Dialogue in Second Language Learning and Teaching
Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research
Nurturing Teachers’ Research Mindset in an Inquiry‐Based Language Teacher Education Course
From “Toeing” to “Stomping” the line
Challenges of partnership research
Language Teacher Identities in the Southern United States
Examining the resilience of two early career world language teachers
K-12 world language teachers’ use of conferences as professional development
Teacher beliefs on oral proficiency
It wasn't going to happen until I made it happen”
(Re)Examining the research–practice interface
School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non‐Language Subject
Dismantling the Ivory Tower in Tesol
Chinese College English Teachers' Research Engagement
Translating Autoethnography Across the Aera Standards
Elevating world language teacher leaders
The world language teacher shortage
Examining target language proficiency among in‐service K‐12 language teachers
Applied Linguistics
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |