Angela Gallagher-Brett is an expert team member in Action Research Communities for Language Teachers (CoE/ECML). She is an experienced languages teacher and was formerly Head of Education at the University for the Creative Arts and Head of Learning and Teaching Development at SOAS, University of London, UK.Christine Lechner co-ordinated Action Research Communities for Language Teachers (CoE/ECML). She is a teacher educator (formerly Pädagogische Hochschule Tirol) based in Austria with experience as a classroom teacher, in initial teacher education and Continuing Professional Development and currently involved in supporting migrants’ language learning.

‘Wow! If a trans-national history, depicting the development of educational research as a form of action research, ever comes to be written the research reported in this book deserves to be cited as an important stage in the development of such a process. The assemblage of case studies in this book, for which Gallagher-Brett and Lechner as editors are to be congratulated, represents both a landmark in the development of an action research process as a sustainable achievement in the field of language teaching. This book invites its readers to imaginatively participate in these conversational case studies; one’s that do not make methodical, smooth and logical progress towards agreed interpretations of life in language teaching classrooms but will deepen and inform their own practical insights in an increasingly important field of curriculum study.’

• Foreword, Jean McNiff (York St John University, UK)Introduction, Angela Gallagher-Brett and Christine Lechner (Action Research Communities for language teachers, ECML)1. Action Research Communities for Language Teachers: Our approach, Angela Gallagher-Brett and Christine Lechner (Action Research Communities for language teachers, ECML) and Tita Mihaiu (Zentrum für Lehrerfortbildung, Romania)2. Sustainable teacher development through conducting action research, Kenan Dikilitas (University of Bergen, Norway)3. Reflective pedagogies and action research in English language teacher education: Examples from Bosnia and Herzegovina, Larisa Kasumagic-Kafedžic, Nejla Kalajdžisalihovic and Lejla Mulalic (University of Sarajevo, Bosnia and Herzegovina)4. Action research communities in Montenegro – from the organizer's perspective, Nataša Peric (Bureau for Education Services, Montenegro)5. An action research study in four EFL primary schools in Montenegro: Enhancing students’ speaking skills, Nikolina Becanovic (Ivan Vusovic Vidrovan Elementary School, Nikšic, Montenegro)6. Action research on integrated lessons: Student and teacher perspectives on integrated teaching and its impact on learning, Zorka Radonjic (English teacher, Elementary school “Kekec” Sutomore)7. Enhancing novice English language teachers' speaking skills instruction: An action research study in EFL primary school classrooms in Montenegro, Marija Mijuškovic (University of Montenegro)8. Action research on the observation of linguistic input quality in scenario-based German as a Second Language teaching, Marjan Asgari and Renata Zanin (Free University of Bozen-Bolzano, Italy)9. Establishing an action research community to develop language teaching: A case study from Armenia, Sona Hakobyan and Louisa Marabyan (European University of Armenia)10. A series of action research communities workshops for Swedish language teachers – a report from the organizers' perspective, Corina Löwe, (Linnaeus University, Sweden) and Brita Bodin (Karlstad Municipality, Sweden)11. Intercultural learning in language teaching - – a teacher’s perspective, Anna Lundström (Linnaeus University, Sweden)12. Enhancing multilingual approaches to language learning and teachers’ professional development through action research projects in Norway, Sigrunn Askland (Fagskolen i Agder and Dahlske upper secondary school, Norway), Eli-Marie Danbolt Drange (Department of Foreign Languages and Translation, Agder University), Anette Haugen (Kristiansand katedralskole Gimle upper secondary school, Norway), Melanie Eik and Stine K. Heiseldal (Tangen upper secondary school, Norway)13. 'I think action research is feasible, but not enough teachers know the methods' - Experiences with action research training in Denmark, Ana Kanareva-Dimitrovska (Aarhus University, Denmark) and Christine Lechner (Action Research Communities for language teachers, ECML)14. Action research as professional development for teachers working with adult learners in Luxembourg’s trilingual context in the language classroom, Nicolas Maraite (Institut national des langues Luxembourg)15. Action research as part of language teachers’ professional development: Challenges in the Icelandic context, Brynhildur Anna Ragnarsdóttir (Action Research Communities for language teachers, ECML) and Hólmfríður Garðarsdóttir (University of Iceland)16. Developing whole-school Professional Learning Communities in action research – language teachers take the initiative at Kuršenai Laurynas Ivinskis Gymnasium, Lithuania, Valdone Verseckiene, Asta Mazuraite, Jolanta Reimeriene, Raimonda Rumbinaite and Vita Šventickiene, Sigita Každailyte-Kontene, Inga Klinauskiene, Ramune Radžiute-Backauskiene and Stasele Riškiene, Jelena Medvedeva and Ina Prialgauskiene (Kuršenai Laurynas Ivinskis Gymnasium, Lithuania)17. Engaging learners of the Irish language at primary level in Ireland: Exploring Action Research as an approach to support language educators and learners (in endangered or minority language settings), Jane O’Toole and Ann Devitt (Trinity College, Dublin, Ireland)Conclusion, Angela Gallagher-Brett and Christine Lechner (Action Research Communities for language teachers, ECML)