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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.
About the author
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.
Summary
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.
