Bridging the Gap Between Researchers and Teachers
A Curricular Perspective
Bibliographic Data
| ID | 21360435 |
|---|---|
| Authors | Ronald P Leow (0000-0002-2990-3540, Georgetown University, corresponding author), ANNE THINGLUM (Georgetown University), MAUDE HAVENNE (0000-0002-8679-3827, Georgetown University), RINA TSENG (Georgetown University) |
| Year | 2022 |
| Volume | 106 |
| Issue | 3 |
| Pages | 564-582 |
| Publication date | 2022-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Modern Language Journal (JOURNAL) |
| Journal identifiers | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.12799 |
| OpenAlex | W4292823955 |
| Language | EN |
| Citations received | 9 |
| References cited | 30 |
This study investigated the researcher–teacher interface issue by exploring second language (L2) teachers’ experiences of being involved in a large instructed second language acquisition empirical study aimed at curricular changes. The study addressed two goals. First, by involving the entire teaching staff at all levels of the multisection language teaching program in the administration of the empirical study, it examined the interface at the individual and the professional level. Second, by involving the teachers in every aspect of the study, it investigated the interface at the curricular level. Participants were 27 L2 teachers of Spanish at a private research university in the United States comprising graduate students of all disciplines and full‐time and adjunct faculty. The interface data were obtained via a survey with questions related to teachers’ academic backgrounds, pedagogical beliefs, experiences with academic journals, beliefs regarding the present study, overall experience, and their involvement in the research project. Two teachers also participated in in‐depth personal reflections. The results showed that the active participation by the teachers raised their level of awareness of the researcher–teacher and research–curriculum interfaces and also increased their overall personal and professional development as informed teachers who employ theoretically driven and empirically supported activities in their lesson plans
Bridging (networking) · Curriculum · Empirical research · Interface (matter) · Mathematics education · Pedagogy · Perspective (graphical) · Professional development · Computer Science · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Second Language Learning and Teaching
Applied Linguistics Communities of Practice
Synthesisability and optimising exploratory action research for continuing professional development
The Research–Practice Dialogue in Second Language Learning and Teaching
In it Together
Teacher Beliefs About Second Language Research and Researchers
Research engagement among K–12 world language teachers
Language teachers’ use of research in a textbook writing community of practice
A systematic review of the teaching-research nexus in language teacher education
Bridging the research‐practice divide
Second language acquisition
Do teachers care about research? The research–pedagogy dialogue
Foreign Language Educators’ Exposure to Research
Anniversary article. Classroom SLA research and second language teaching
On the limitations of linguistics applied
The Research–Practice Dialogue in Second Language Learning and Teaching
“I think that is a better way to teach but …”
Teachers' attitudes towards research
The "tipping point" for educational research
Research engagement in English language teaching
Second language acquisition, teacher education and language pedagogy
Coming of age
Applied Linguistics
| Unique citing works | 9 |
|---|---|
| Citations per year | 2,25 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |