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The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future

Sato, Masatoshi ; Loewen, Shawn

The Modern language journal (Boulder, Colo.), 2022-09, Vol.106 (3), p.509-527 [Periódico revisado por pares]

Malden: Wiley

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Título:
The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future
Autor: Sato, Masatoshi ; Loewen, Shawn
Assuntos: Collaboration ; collaborative research partnerships ; College School Cooperation ; Computer Assisted Instruction ; Cooperation ; design‐based research ; Dialogs (Language) ; Dialogue ; Educational Research ; Evidence Based Practice ; evidence‐based policy ; evidence‐based practices ; Faculty Development ; Incentives ; knowledge mobilization ; Language Research ; Practice research ; practice‐based research ; Researchers ; research–practice partnership ; Second Language Instruction ; Second Language Learning ; Teacher Education ; Theory Practice Relationship ; Workshops
É parte de: The Modern language journal (Boulder, Colo.), 2022-09, Vol.106 (3), p.509-527
Descrição: This article explores ways in which a dialogue between researchers and practitioners can be bidirectional, effective, and beneficial for the two professional communities. We suggest concrete directions for second language (L2) research: (a) a collaborative mindset, (b) the nature of research, (c) venues for dialogue, and (d) institutional support. First, we argue that we, researchers and teachers alike, can develop a collaborative mindset and understand that the dialogue is established by equal contributions and benefits. Second, we discuss that if a researcher's intention is to impact practice, they need to consider the practice relevance of their studies. We propose practice‐based research, in which practitioners and researchers work together for development and implementation of research. Third, we explore venues where reciprocal contributions may be explored, including teacher‐training programs, professional development workshops, and university–school collaborations. Finally, we share our hopes that institutions (universities and schools) will provide support for researchers and practitioners that would help create and facilitate reciprocal relationships, such as time release and promotive incentives. Overall, we argue that researchers shoulder the lion's share of responsibility in paving a path for a productive research–practice dialogue in the future.
Editor: Malden: Wiley
Idioma: Inglês

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The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future

Sato, Masatoshi ; Loewen, Shawn

Malden: Wiley

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