Building a Culture of Research in TESOL: Collaborations and Communities (Educational Linguistics, 64)

Foreword: Who Are Researchers in TESOL, Where Do They Do Their Research Work, and When Do They Do It?
	Reference
Contents
About the Editors
List of Figures
List of Tables
Introducing a Culture of Research in TESOL: Global Perspectives, Local Practices
	1 Origin of the Volume
	2 The Culture of Research in TESOL
	3 Organization of the Book
		3.1 What Does It Mean to Build a Culture of Research in TESOL?
		3.2 How Are Collaborations and Communities Building a Culture of Research Globally?
	References
Part I: What Does It Mean to Build a Culture of Research in TESOL?
	Fostering a Culture of Research in TESOL: A Review and a Look Ahead
		1 Introduction
			1.1 What Is Research Culture?
			1.2 What Is Teacher Research?
		2 Methodology
			2.1 Review Procedure
			2.2 Overview of Findings and Limitations of the Review
		3 Findings
			3.1 Conceptual Approaches to Building a Culture of Research in TESOL
			3.2 Teachers’ Conceptualizations and Research Engagement
				Conceptualizations of Research
				Engagement with/in Research
			3.3 Action Research (AR) Studies
				Professional Development for In-Service Teachers
				AR as Programming for Pre-service Teachers
			3.4 Sustainability in Action Research
			3.5 Professional Identities and Purposes of Research
			3.6 Building Collaborations: Perspectives from CAR, CoI/CoRP, Institutional Ethnography, and Translanguaging
			3.7 Frameworks for Understanding Teachers’ Beliefs about Research
		4 Factors Facilitating and Hindering Teacher Research
		5 Conclusion: The Culture of Research in TESOL Today and Tomorrow
		References
	Towards Equitable, Bi-directional, and Reflexive Research Collaborations in English Language Teaching
		1 Introduction
		2 Literature Review: Types of Research Collaborations in ELT
			2.1 Teacher-Researcher and Teacher-Teacher Collaborations
			2.2 Interdisciplinary, Multiracial, Multilingual, and Male/Female Collaborations
			2.3 Transnational and Intercultural Collaborations
			2.4 Emerging/Experienced Researcher Collaborations
		3 Lessons Learned in Collaborative Research
			3.1 Lessons from Hong Kong
			3.2 Lessons from Vietnam
			3.3 Lessons from Myanmar
		4 Issues in Collaborative Research
			4.1 Inequitable/Equitable Processes: Creating “Weightless” Spaces
			4.2 Global North-Agenda/Local Agendas “Eating Someone’s Brain”
			4.3 Unethical/Ethical: “Research is the Dirtiest Word”
			4.4 Unidirectional/Bi-directional “Paying it Forward”
		5 Conclusions on an Equitable Collaborative Process
		References
	Cultivating Co-learning in Participatory Design for Translanguaging Pedagogies
		1 Introduction
		2 Background of the Project
			2.1 Critical and Feminist Framings of Research and Collaboration
			2.2 Radical Reflexivity and Co-learning
			2.3 A Call for Collaborative, Critical, and Feminist Approaches in Translanguaging Pedagogies Research
		3 Methods
			3.1 Context and Participants
			3.2 Ongoing Positionality
			3.3 Data Collection and Analysis
		4 Findings
			4.1 Ideologies about Multilingualism and Our Partnership
			4.2 Affordances and Constraints Related to Co-designing and Implementing Translanguaging Pedagogies
		5 Implications and Conclusion
		References
	“Maintaining Our Integrity as Teachers and Human Beings”: How a Dialogic Research Partnership Created a Humanizing Space for Early Career Teachers of Multilingual Students
		1 Introduction
		2 Related Literature and Framework
		3 Methodology
		4 Findings
			4.1 Reflections on our Research Process
				Megan (Teacher Educator)
				Andrew (Teacher)
				Johanna (Teacher Educator)
				Daisy (Teacher Educator)
				Andrea (Teacher)
				Stephanie (Teacher)
			4.2 Benefits of Our Collaboration
			4.3 Lessons Learned
				Stephanie (Teacher)
				Andrew (Teacher)
				Johanna (Teacher Educator)
				Daisy (Teacher Educator)
				Andrea (Teacher)
				Megan (Teacher Educator)
		5 Closing Thoughts
		References
Part II: How Are Collaborations and Communities Building a Culture of Research Globally?
	Establishing an Inclusive TESOL Research Community in Chile
		1 Introduction
			1.1 The Chilean Educational Context
			1.2 Background: Before RICELT
			1.3 RICELT’s Beginnings
		2 Theoretical Constructs Behind RICELT’s Work and Initiatives
			2.1 Decentring ELT
			2.2 Communities of Practice
			2.3 Particularity and Practicality
		3 RICELT’s Milestones and Challenges
			3.1 Empowering Local Voices in Chilean ELT Research
			3.2 Advocacy and Equity Ideals
			3.3 A Decentring TESOL Network
			3.4 Practical and Particular Outreach Initiatives
			3.5 Sweet and Sour in a Research Community of Practice
			3.6 RICELT’s Future Directions
		4 Conclusions and Further Reflections
		References
	Blurring Boundaries: A Longitudinal Teacher-Researcher Collaboration in South Korea
		1 Introduction
		2 Background on the Dissertation Study
			2.1 Three-Phase Research Design
			2.2 Participants
			2.3 Data Collection
		3 Building Community
			3.1 Foundation: Common Goal
			3.2 Establishing Norms and Values
			3.3 Evolving Community
		4 Benefits of the Community for Participating Teachers
			4.1 Community of Support
			4.2 Guided Self-Reflection and Feedback
			4.3 Outlet for Processing Stress and Uncertainty
		5 Benefits of the Community for Researchers
			5.1 Nuanced Understanding
			5.2 Continued Professional Development
		6 Overcoming Challenges Within a Longitudinal Partnership
		7 Recommendations for Future Teacher-Researcher Communities
			7.1 Create Collaborative Communities
			7.2 Practicing Trust Through Flexibility
		8 Dissertation Findings and Further Reflections
		9 Epilogue
		Appendix: Sample of Creative Writing
		References
	Understanding the Teaching-Research Nexus in the Saudi EFL Context: Insights from an Intercultural Language Teaching Project
		1 Introduction
		2 Literature Review
			2.1 The Teaching-Research Nexus in ELT and Applied Linguistics
			2.2 ELT in the Saudi Educational Context
		3 Methodology
			3.1 Context
				The Research Collaboration Project
			3.2 Participants
			3.3 Data Collection
			3.4 Data Analysis
		4 Findings
			4.1 Institutional Investment in Research
			4.2 Teachers’ Perceptions of the Research Collaboration
			4.3 The Jargonisation of Research
			4.4 Challenges in Contextualising Research
		5 Discussion and Conclusion
		Appendices
			Appendix 1: Module Schedule and Interview Schedule
			Appendix 2: Interview Protocols
				First Interview (Ahead of the Collaboration)
				Second Interview (After the Implementation of the ICLT Framework)
		References
	“We Are Learning So Much Together!”: A Sustained Teaching-Research Collaboration
		1 Introduction
		2 Teaching-Research Collaborations in TESOL
			2.1 Action Research as a Conceptual Framework
			2.2 Action Research and Collaboration
			2.3 Action Research and Reflection
		3 Methodology
			3.1 Context
			3.2 2021–2022 In-Service Teacher Program
			3.3 Participants
			3.4 Data Collection and Analysis
		4 Findings: Examples of Reflective Communication
			4.1 Cross-Institutional Collaboration at the Secondary School (2018–2021)
			4.2 Collaboration in the University MA-TESOL Program (2021–2022)
				Appreciating and Being Grateful for Our Work Together
				Sharing and Discussing Practices
				Providing Peer Feedback
		5 Discussion and Implications
		6 Take Action!
		References
	College Writing Teachers as Co-researchers: Promoting Faculty Understanding of Multilingual Writers Through Collaborative Program-Wide Assessment
		1 Introduction
		2 Institutional Background and Project Overview
		3 Polyvocal Reflections from Research Collaborators
			3.1 Part-Time Lecturer and Chair of WPAC: Tom
			3.2 Assistant Professor of English and Director of Multilingual Writing: Qianqian
			3.3 Associate Professor of English and Writing Program Director: Mya
			3.4 Doctoral Student and Assistant Director of the Writing Program: Matthew
		4 Discussion and Conclusion
			4.1 Co-researching as Professional Development
			4.2 The Power of Bottom-Up Faculty-Driven Program Assessment
		References
Afterword: Collaborative Turns in Building a Research Culture
	Collaborative Turns Towards Building a Culture of Research in TESOL
		The Turn in Place: Where the Research Occurs
		The Turn in Time: How Long the Research Continues
		The Turn in Participation: Who the Researchers Are and Whose Voices Are Heard
		The Turn in Methodology: What Research Designs Are Used
		The Turn in Impact: What Research Means for Educational Communities
	Where to from Here?
	Conclusion
References