Research-Practice Partnership in Language Education

Beschreibung

This book brings together research-practice partnerships that aim to improve language teaching and learning across varied educational contexts. This book examines how teachers, researchers, school leaders, policymakers and communities collaborate to create evidence-informed language education, and why some partnership efforts succeed while others face challenges.

The chapters present projects from local schools to international networks, showing how sustained dialogue and shared goals can strengthen language learning. Key themes include how partnerships are established, what motivates stakeholders, and how research can be translated into accessible and practical classroom approaches.

By highlighting real examples of collaborative work, the book shows how a more inclusive and balanced approach to research can benefit everyone involved in language education. It offers clear insights and lessons for creating effective, long-term partnerships that support practitioner research, make evidence more usable, and foster meaningful change in how languages are taught and learned.

Sin Wang Chong is a director at the International Education and Lifelong Learning Institute, University of St Andrews, UK. In a visiting capacity, he is a full professor at King’s College London, UK. Previously, he was an associate professor in language education at the University of Edinburgh, UK.

Hayo Reinders  is Senior Professor of TESOL and Director of Research at Anaheim University, USA. He is founder of the Institute for Teacher Leadership and editor of Innovation in Language Learning and Teaching as well as Language Learning and Technology. 

Qi Liu is a fully-funded PhD student at the University of Leicester, UK. She is an Honorary Research Assistant at the University of St Andrews, UK. She is the Social Media Editor for the SSCI-indexed journal Innovation in Language Learning and Teaching.

This book brings together research-practice partnerships that aim to improve language teaching and learning across varied educational contexts. This book examines how teachers, researchers, school leaders, policymakers and communities collaborate to create evidence-informed language education, and why some partnership efforts succeed while others face challenges.

The chapters present projects from local schools to international networks, showing how sustained dialogue and shared goals can strengthen language learning. Key themes include how partnerships are established, what motivates stakeholders, and how research can be translated into accessible and practical classroom approaches.

By highlighting real examples of collaborative work, the book shows how a more inclusive and balanced approach to research can benefit everyone involved in language education. It offers clear insights and lessons for creating effective, long-term partnerships that support practitioner research, make evidence more usable, and foster meaningful change in how languages are taught and learned.

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Sin Wang Chong

Themen in »Research-Practice Partnership in Language Education«

innovation research-practice partnership research-practice dialogue English language teaching (ELT) pedagogy didactics literacy

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“If you are a researcher who wishes to contribute to the real-world language education yet struggles to do so due to your professional demands, this must-read book is an invaluable resource to explore different ways of working with schools and teachers while maintaining your research productivity. The book emphasizes the importance of collaborative relationships; readers can find different ways of establishing and maintaining collaboration from both researchers’ and practitioners’ perspectives. The empirical studies in the book are from a variety of contexts; as successful research-practice partnerships are context-specific, researchers from different educational contexts can benefit from the book. The book is one of the first of its kind and an important material for researchers, graduate students, pre- and in-service teachers, and policy makers.” (Professor Masatoshi Sato, Universidad Andrés Bello, Chile)

“This timely volume comes as the relationship between second language teachers and instructed second language acquisition researchers sparks renewed interest and effort. In editing the volume, Chong, Reinders, and Liu adopt an expansive global perspective and offer practical examples of teacher-researcher collaborations across diverse contexts. True to the editors’ message, the volume contains co-written contributions from both researchers and teachers whose complementary viewpoints provide a roadmap for future collaborations and help bridge the long-discussed teacher-researcher divide.” (Professor Shawn Loewen, Michigan State University, USA)

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