Melanie Bloom – författare

Research as a Tool for Empowerment: Theory Informing Practice is an edited volume that includes an array of research-based chapters that not only further the field of second/foreign language research, but also provide practical implications to language classrooms in international and national settings. Chapters in this volume present a bridge between methodologically sound second/foreign language research and strong pedagogical implications. This volume includes the voices of researchers, graduate students, teachers, parents, and learners exploring the second/foreign language phenomena. The multiple voices of the contributing authors reflect the diverse readership of the Research in Second Language Learning series. Unlike previous anthologies in second/foreign language research, this volume presents studies from various research paradigms. Chapters include examples of various research methods from both quantitative and qualitative paradigms. Few previous anthologies have presented research based in multiple paradigms and from multiple perspectives. Research as a Tool for Empowerment: Theory Informing Practice not only presents these various perspectives, but it also makes the link from research to classroom implications and applications. The volume is unique as it makes a connection between different types of research and research methods and empowerment and issues of empowerment.

Research as a Tool for Empowerment: Theory Informing Practice is an edited volume that includes an array of research-based chapters that not only further the field of second/foreign language research, but also provide practical implications to language classrooms in international and national settings. Chapters in this volume present a bridge between methodologically sound second/foreign language research and strong pedagogical implications. This volume includes the voices of researchers, graduate students, teachers, parents, and learners exploring the second/foreign language phenomena. The multiple voices of the contributing authors reflect the diverse readership of the Research in Second Language Learning series. Unlike previous anthologies in second/foreign language research, this volume presents studies from various research paradigms. Chapters include examples of various research methods from both quantitative and qualitative paradigms. Few previous anthologies have presented research based in multiple paradigms and from multiple perspectives. Research as a Tool for Empowerment: Theory Informing Practice not only presents these various perspectives, but it also makes the link from research to classroom implications and applications. The volume is unique as it makes a connection between different types of research and research methods and empowerment and issues of empowerment.

While much research has been done on experiential learning opportunities in study abroad settings, there are fewer publications devoted to experiential learning in the domestic context. This volume aims to fill that gap by providing a collection of chapters highlighting research-based innovations in experiential learning in domestic settings. The book focuses on three experiential learning contexts: community engagement experiences, professional engagement experiences and other unique experiential contexts such as language camps and houses. The collection focuses on the US context but the research projects and curricular innovations described here can serve as models for educators working in other local contexts and will encourage interested practitioners to explore experiential learning opportunities in their local areas. It will also provide the reader with a better understanding of this growing field of inquiry and should appeal to graduate students and researchers who are interested in experiential language learning.

While much research has been done on experiential learning opportunities in study abroad settings, there are fewer publications devoted to experiential learning in the domestic context. This volume aims to fill that gap by providing a collection of chapters highlighting research-based innovations in experiential learning in domestic settings. The book focuses on three experiential learning contexts: community engagement experiences, professional engagement experiences and other unique experiential contexts such as language camps and houses. The collection focuses on the US context but the research projects and curricular innovations described here can serve as models for educators working in other local contexts and will encourage interested practitioners to explore experiential learning opportunities in their local areas. It will also provide the reader with a better understanding of this growing field of inquiry and should appeal to graduate students and researchers who are interested in experiential language learning.