Research-Practice Partnership in Language Education

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.

• Chapter 1: Introduction: Re-imagining research-practice partnership from an innovation lens: the case of language teaching and learning (Sin Wang Chong, Hayo Reinders,Qi Liu).- Part 1: Co-creation of assessment.- Chapter 2: Teacher-researcher collaboration to develop a standardised assessment approach for an international language teaching programme (Carolyn Westbrook).- Chapter 3: Changing roles in times of change: The co-production of an evaluation rubric for children’s Plurilingual and Intercultural competence (Janine Knight and Marta Segura Mollà).- Chapter 4: Language teachers as curriculum makers: Promoting teacher agency through community of practice and collaborative curriculum and assessment design (Ruth Koro and Lesley Hagger-Vaughan).- Chapter 5: Integrating graphic novels into an English communication course in Japan: A practice – research duoethnography (Justin Parker Pool and Xuan Minh Ngo).- Chapter 6: A Collaborative Action Research for Content and Language Integrated Curriculum Development at a Private Senior High School in Japan (Naoya Shibata).- Chapter 7: Researcher-practitioner collaborative action research for ESP innovation in Uzbekistan: Insights on achievements and challenges (Komila Tangirova, Sue Wharton, Aybolgan Borasheva, Davron Abdullaev, Fariza Musaeva, Durdona Kadirbekova, Zukhra Rasulova, Nigina Kurbanova and Aziza Yuldasheva).- Part 3: Teachers’ professional development.- Chapter 8: Connecting MA TESOL students with the classroom through sessions for English as an Additional Language parents (David Oakey, Lesley Randles, Christian Jones, Clive Newton and Rebecca Bailey).- Chapter 9: Unlocking pedagogical puzzles: A tripartite research-practice partnership in initial language teacher education (Eda Ceylan, Eda Akgün Özpolat, Irem Çomoğlu).- Chapter 10: Liquid Identities and Generative AI: A Research-Practice Partnership Exploring English Language Teachers’ Integration of AI Tools (Daniel Xerri and Josianne Block).- Chapter 11: Dialogic Engagement on EMI: Insights from a Teacher-Led Podcasting Project (Matthew W. Turner, Robert J. Lowe and Matthew Y. Schaefer).- Part 4: Research-practice dialogue.- Chapter 12: Researcher-teacher dialogue in the design and implementation of a cognitive linguistic sequence to teach tense-aspect in Catalan (Llorenç Comajoan-Colomé and Ares Llop Naya).- Chapter 13: Weaving rural English teachers’ practices to uncover pedagogical and didactic situated knowledge (Diana Patricia Pineda Montoya).- Chapter 14: "I look at it differently now, but differently in a good way": Shifting perspectives through Exploratory Practice as pronunciation teacher learning in an Australian adult migrant English program (Skye Playsted and Damon Thomas).- Chapter 15: Harnessing the Affordances of Research-Practice Dialogue and Collaboration in English Language Education: A Case of School-based Support in Hong Kong (Samuel C. S. Tsang).- Chapter 16: Conclusion: Research-practice partnership in language education: what is next? (Sin Wang Chong, Hayo Reinders and Qi Liu).