Connect, Grow, Thrive

Winter 2017

Cover of journal issue Winter 2017

In this issue: This Winter 2017 edition of ETAS Journal brings in one issue this extraordinary portfolio of writings from many places around the globe by some of the most eminent writer-educators and passionate advocates of research literacy as a key to our professional and personal growth. Premised on the belief that research literacy is an essential and sustained part of what it means to be a teacher professional, this first of our two-part Special Supplement on Research Literacy – our modest contribution to fostering research literacy among English teachers – offers only a sampling of what is a vast and vibrant field of inquiry.

Editor´s Notes: One of the pleasant aims of a publication of our kind is to let readers immerse themselves in the collection of compelling articles that mirror the professional experience, intellectual rigour, and discerning critical perspectives of their authors. I am proud to say that in putting together this Winter edition of ETAS Journal, we have fulfilled just such an aim.

Writing about teacher action research, Pine (2009) had this to say: “A good research question leads to taking an action, to trying something out, to improving a teaching/learning situation, to implementing actions that can make a difference in the lives of students. ‘No action without research—no research without action.’ Even in those situations in which the goal of the research is to gain deeper knowledge and understanding of a student, such as in a case study or a descriptive review, it is assumed that the ultimate goal of such acquired knowledge and understanding is the improvement of one’s teaching or the advancement of student learning and/or development” (p. 239). This view sums up the theme of this issue and provides the philosophical underpinning for this Special Supplement.

In varying ways, our authors advance the thinking that the critique and integration of appropriate research to inform and evolve effective teaching strategies and learning practices is an essential requirement in facilitating greater learning outcomes. Individually, they draw attention to a number of key considerations, such as the importance of locating research within teachers’ everyday practice, supporting teachers’ agency by nurturing research literacy, and ensuring the sustainability of research practices. Collectively, they underscore the value of teachers engaging in, and with, research in order to be able to use research discerningly to inform their own practice. Together, they highlight the notion that to be research literate one needs to develop the skills to draw on, critically scrutinize, and integrate different kinds of evidence. At the same time, they encourage the use of new approaches and different analytic perspectives, stressing the positive gains and new insights that push our own understanding of who we are and how we teach.

Content Overview

SPECIAL SUPPLEMENT – Research literacy: Supporting teacher research in English Language Teaching

 Foreword / Daniel Xerri

 INSIGHTS

     ‘A classroom is a centre of inquiry in all its forms’: Thomas S. C. Farrell on teacher research / Daniel Xerri

 SUPPORTING TEACHER RESEARCH IN ENGLISH LANGUAGE TEACHING

   Teacher-research in second language education / David Nunan

   Helping language teachers to produce ‘quality’ research / Mark Wyatt

   Developing teacher research competence: Simpler than you think, more necessary than you realise / Achilleas Kostoulas

   The centrality of story in teacher inquiry / Gary Barkhuizen

   Engaging in enquiry: Tracing the trajectory of a research project / Hanna Brookie and Cynthia White

  ‘We can also be researchers’: Teacher research in initial English language teacher education / Darío Luis Banegas

   Supporting teachers’ action research: Ten tips for educational managers / Anne Burns

PERSPECTIVES

     ‘Breaking boulders into pebbles’: Christine Coombe on teacher research / Daniel Xerri

INSPIRED/INSPIRING PRACTICES: VOICES FROM ETAS

   The mental lexicon and their implications for EFL teaching: Some insights / Stefan Kneubühler

   Enhance your teaching with corpus linguistics / Alison Wiebalck

   High school project: Increasing students’ intercultural awareness through language biographies / Orbal Jones

   The practical benefits of doing a Master’s degree / Ben Hoyt