Read more
This edited volume presents narratives on a range of methods for research on second language teaching and learning appropriate to the elementary, middle, and high schools (K-12).
List of contents
List of ContributorsAcknowledgmentsAcronyms DefinedIntroduction: The Case for Teacher Research in English Language Teaching
Khanh-Duc Kuttig and Kate Mastruserio ReynoldsSection I: Early Career Practitioner Researchers
Chapter 1: Exploring Further Vocabulary Acquisition through Inquiry and Storytelling: An Action Research Study
Christina J.RochaChapter 2: A K-12 Teacher's Research in Practice
Kathy Lobo and Khanh-Duc KuttigChapter 3: The Roles of School-Based Language Specialists: Implications for ELL Teacher and Speech-Language Pathologist Collaboration
Erica SolorioChapter 4: Taiwanese Elementary School English Teachers' Design and Implementation of Glocalized English Lessons
Chin-Wen Chien, Ting-Hsiu Lin, and Yun-Yun HuangChapter 5: Cultivating Positive Reading Attitudes with Grade 8 Learners
Okon Effiong, Sylviana Engelbrecht, and Rethabile MawelaChapter 6: Developing Curriculum Materials Integrating Language and Social Studies: Implementing a Functional Approach to Language Development
Luciana C. de Oliveira, Tara Willging, and Joy BeattySection II: Mid-Career Practitioner Researchers
Chapter 7: Results and Revelations about a Dual Immersion Kindergarten in China: Reflections on Research
Jane Hoelker and Tamralynn T. ClarkChapter 8: Exploring Language Teacher Emotions and Organizational Support through Autoethnographic Narratives
Brenda Valentine and Juyoung SongChapter 9: A Conversation Analytic Journey into K-12 Language Classrooms
Esra Yatäanbaba, Rana Y¿ld¿r¿m, and Fatma ¿entürkChapter 10: A Trainee EFL Teacher's Self-Reflexivity in Exploring Motivational Dynamics in Self-Guided Professional Learning
Mehmet Sak and Meysa AcarChapter 11: Narrative Inquiry as a Form of Professional Development
Vu Tran-Thanh, Ha Thi Nguyen, and Ha Thanh LeChapter 12: Developmental Trajectories of a Pre-K-12 Teacher during Collaborative Research with University Academics on Translanguaging Pedagogy
Kenan Dikilitä, Vahid Bahrami, and Nil Tugce ErbakanChapter 13: Status, Language Affordances, and Engagement for English Learners
Martha Sandstead, Debbie Pritchett, Angela Wassom, and Sara WigerChapter 14: Assuring Equitable and Effective Practices to K-12 Multilingual Populations through Program Evaluations: Overview and Recommendations
Solange A. Lopes Murphy and Geoff HewittChapter 15: Conclusion: Teachers' Thoughts on Practitioner Research Narratives
Susan Calix, Aimee Wisener, and Nermeen AdlyGlossary
Index
About the author
Kate Mastruserio Reynolds is Professor of TESOL/Literacy at Central Washington University, USA. A licensed K-12 educator, she has taught teachers in several countries and multilingual learners of English in public-school districts at elementary, middle schools and universities in various contexts. Dr. Reynolds' publications include
Introduction to TESOL: Becoming a Language Teaching Professional and
Research Methods in Language Teaching and Learning: A Practical Guide. In 2022, she was inducted on to the TESOL International Association's Board of Directors (2022-2025).
Khanh-Duc Kuttig is Instructor in EFL at the University of Siegen, Germany. She is involved in IATEFL's Teacher Training and Education SIG, TESOL's Teacher Educator Interest Section and is Chair of TESOL's Professional Development Professional Council (2024). She is currently a doctoral student at the Heidelberg University of Education, where she is creating a corpus of teacher classroom language. In 2021, she was recipient of the TESOL International/NGL Teacher of the Year award.
Summary
This edited volume presents narratives on a range of methods for research on second language teaching and learning appropriate to the elementary, middle, and high schools (K-12).
