Knowledge mobilization in TESOL : : connecting research and practice / / edited by Sardar Anwaruddin.

• TeilnehmendeR: Anwaruddin, Sardar M.,
• Place / Publishing House: Boston : : Brill Sense,, [2019]
• Year of Publication: 2019
• Language: English
• Physical Description: 1 online resource (212 pages)

Most debates about the so-called research-practice gap in TESOL have focused on a one-way transfer of research evidence from the context of origin to the context of application. Rather than continuing such debates, Knowledge Mobilization in TESOL: Connecting Research and Practice sheds light on what happens after research is transferred to contexts of practice such as the classroom. It explores whether or not, and under what circumstances, research can make contributions to teachers’ professional learning and development. By featuring English language teachers’ first-hand accounts of research utilization, the book highlights the complex processes of making research-based knowledge meaningful for pedagogical practice. It shows why the success of any knowledge mobilization project depends on sensitivity to context and teachers’ interpretive engagement with research-based recommendations. Written in a lucid and accessible style, Knowledge Mobilization in TESOL: Connecting Research and Practice will appeal to a broad readership interested in research utilization in the field of education, especially in TESOL. It will be an informative text for pre-service and graduate courses in TESOL, ELT, applied linguistics, teacher education, and education policy studies. In-service teachers, teacher educators, program administrators, and funding agencies will also find it to be a valuable resource. Contributors are: Chris Banister, Leigh Yohei Bennett, Xin Chen, Tiffany Johnson, Kendon Kurzer, Cynthia Macknish, Michael McLelland, Nashwa Donna M. Neary, Gina Paschalidou, Aysenur Sagdic, Nashaat Sobhy, Nguyen Thi Thuy Loan, Lorena Valmori, and Robert E. White.

Table of Contents

Front Matter -- Copyright page -- Foreword: Teachers’ Engagement with Research -- Foreword: What is the World Coming to? -- List of Figures and Tables -- Acknowledgements -- Notes on Contributors -- Introduction / Sardar Anwaruddin -- Improving the Effectiveness of International Students’ Peer Review in an English Academic Writing Course / Xin Chen -- Implementing Peer-Feedback in Paragraph-Writing Classes at a Thai University / Nguyen Thi Thuy Loan -- Revising Essays Collaboratively / Gina Paschalidou -- Dynamic Written Corrective Feedback in a Community College esl Writing Class Setting / Kendon Kurzer -- Bringing the Academic Vocabulary List into the Classroom: Student Lexical Investigations / Chris Banister -- Operationalizing “Defining” from a Cognitive Discourse Perspective for Learners’ Use / Nashwa Nashaat Sobhy -- From Researchers to L2 Classrooms: Teaching Pragmatics through Collaborative Tasks / Ayşenur Sağdıç -- From False Myths to Achievable Goals: Developing Language Learning Awareness in the L2 Classroom / Lorena Valmori -- Reflecting on Academic Service-Learning Research in a University Intensive English Program / Cynthia Macknish , Tiffany Johnson and Michael McLelland -- “I Saw Wonderfull Things in There”: Reflection on an Art Museum Field Trip for High School English Language Learners / Donna M. Neary -- Blending the Styles: Exploring Students’ Views on the Merging of the Creative with the Academic / Leigh Yohei Bennett -- Fostering Teacher Agency and Ideological Awareness.