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Supporting Teacher 
Research in English 
Language Teaching
Edited by
Daniel Xerri
Ceres Pioquinto
ETAS JOURNAL \u2022 English Teachers Association Switzerland \u2022
Supporting Teacher 
Research in English 
Language Teaching
Edited by
Daniel Xerri
Ceres Pioquinto
Copyright Notice
First Published 2018
ISBN: 978-3-0330-6961-9
Copyright for whole publication © ETAS Journal 2018
Copyright for individual articles © Respective Authors 2018
Introduction and editorial content © Daniel Xerri and Ceres Pioquinto 2018
ETAS Journal retains the right to reproduce part or all of this publication in 
other publications. Individual articles in this publication remain the intellectual 
property of the authors, to whom permission to reproduce should be made. 
This book is published Open Access under the terms of the Creative Commons license
Attribution-Non-Commercial-No Derivatives 4.0 (CC-BY-NC-ND 4.0) International License.
This license allows users to read, copy, and distribute the work in any medium 
or format for non-commercial purposes under the following conditions: 
1) they must attribute the contribution in the manner specified by the author or licensor;
2) they may not use this contribution for commercial purposes; 
3) they may not alter, transform, or build upon this work
Attribution should include the following information:
Xerri, D., & Pioquinto, C. (Eds.). (2018). Becoming research literate: 
Supporting teacher research in English language teaching.
Sursee, Switzerland: English Teachers Association Switzerland.
Cover Design © Ron Sumners 2018
Cover Art © Barbara Chuck, Evening Light (Watercolour) 
Published by ETAS
English Teachers Association Switzerland
ISBN 9783033069619
1.1 Insights:
\u201cTeachers want to know answers to questions\u201d: 
Dudley Reynolds on teacher research \u2022 Daniel Xerri 2
1.2 Teacher research in second language education \u2022 David Nunan 7
1.3 Developing teacher research competence: Simpler than you 
think, more necessary than you realise \u2022 Achilleas Kostoulas 13
1.4 Improving the feasibility of teacher research \u2022 Simon Borg 19
1.5 Research as meaning-making: Four approaches to teachers 
studying their own classrooms \u2022 Donald Freeman 24
1.6 Insights:
\u201cResearch by teachers for teachers\u201d: 
Richard Smith on teacher research \u2022 Daniel Xerri 30
2.1 Insights:
\u201cBreaking boulders into pebbles\u201d: 
Christine Coombe on teacher research \u2022 Daniel Xerri 36
2.2 Helping language teachers to produce 
\u2018quality\u2019 research \u2022 Mark Wyatt 40
2.3 Supporting teacher-researchers: 
Some issues \u2022 Amol Padwad 46
2.4 Supporting language teachers as 
they engage in research \u2022 Judith Hanks 52
2.5 Supporting teachers\u2019 action research: 
Ten tips for educational managers \u2022 Anne Burns 58
2.6 Supporting \u2018quality\u2019 in novice teacher research: 
Data collection and data analysis 
\u2022 Colin Lankshear and Michele Knobel 64
2.7 Insights:
A conversation about supporting teacher research 
\u2022 Willy A. Renandya and Flora D. Floris 70
Teacher research in 
language teaching: 
Key issues
Supporting teacher 
research engagement
Acknowledgments v
Foreword \u2022 Sue Garton vi
Introduction \u2022 Daniel Xerri and Ceres Pioquinto vii
3.1 Insights:
\u201cGenerating knowledge for themselves\u201d: 
Kathleen Graves on teacher research \u2022 Daniel Xerri 78
3.2 Action research: Helping you and your learners get to
the heart of the matter \u2022 Lynn Williams-Leppich 81
3.3 Researching in your own voice:
Making the research leap \u2022 Jane Spiro 86
3.4 First steps towards achievable action research 
\u2022 Bushra Ahmed Khurram and Steve Mann 92
3.5 \u201cWe can also be researchers\u201d: Teacher research in initial 
English language teacher education \u2022 Darío Luis Banegas 99
3.6 Engaging in enquiry: Tracing the trajectory of 
a research project \u2022 Hanna Brookie and Cynthia White 104
3.7 The centrality of story in teacher inquiry \u2022 Gary Barkhuizen 110
3.8 Academic writing from a tutor\u2019s perspective \u2022 Susanne Oswald 116
3.9 A doctoral journey: The first steps \u2022 Patricia Daniels 119
3.10 Insights:
\u201cA classroom is a centre of inquiry in all its forms\u201d: 
Thomas S. C. Farrell on teacher research \u2022 Daniel Xerri 124
4.1 Insights:
\u201cBeyond monolithic thinking and practices in ELT\u201d: 
Daniel Xerri on teacher research \u2022 Hannah McCulloch 130
4.2 On \u201cSupporting teacher-researchers through the development 
of research literacy\u201d: Teachers\u2019 reactions \u2022 Ben Hoyt 135
4.3 Re+search: New teachers looking for new input 
\u2022 Lynn Williams-Leppich 136
4.4 What do 20 years of teaching experience amount to? 
\u2022 Susanne Oswald 138
4.5 On Daniel Xerri\u2019s plenary, \u201cSupporting teacher-researchers 
through the development of research literacy\u201d: 
A humble teacher\u2019s reaction \u2022 Rachael Harris 139
4.6 Reflecting through journals \u2022 Gemma Lunn 140
Afterword \u2022 Ceres Pioquinto 141
About the Editors 142
Notes on Contributors 142
Embedding research
into professional 
In their own voice:
Teachers talk 
This volume emerged from our shared interest in research literacy and language
teaching and from our own experience as research practitioners in our respective fields.
The articles in this collection originally appeared as a Special Supplement in three
issues of ETAS Journal and are now published in a book form to make them more
readily accessible to the emerging community of ELT professionals and language
teachers who are deeply interested in furthering their professional growth by becoming
research literate.
Since this book grew out of our collaborative work on the publication of those three
ETAS Journal Special Supplements on research literacy, it is a happy occasion for us
to acknowledge our collaborators and colleagues who have had a valued role in
developing these ideas and bringing this book into being. We thank the contributors
for their generous permission to publish these outstanding articles here and their
cooperation in assembling this anthology. Their valuable insights and perceptive
engagement have both inspired and reshaped our understanding of research literacy.
But first of all, this book would never have happened without the support of the ETAS
Journal Publications Team. In particular, we owe an enormous debt of gratitude to the
following members for believing that this project mattered and translating their
endorsement of it into generous personal donations: Ron Sumners, Daniel Xerri, Ceres
Pioquinto, Patricia Daniels, Markus Jürgen Dietz, Helena Lustenberger, Rachael Harris,
Susanne Oswald, Caroline Grünig-Manton, Eva Göksel, and Gemma Lunn.
For the polished look of this book, we would like to thank Candice Bressmer for
her selfless commitment and the numerous hours she expended proofreading
the manuscripts.
For hosting this book on the ETAS website, many thanks to the English Teachers
Association Switzerland, and to Phillip Dominik Oswald, former ETAS Journal Online
Content Coordinator, for giving it a place on the ETAS Journal Homepage.
Grateful acknowledgments to our graphics designer Ron Sumners whose creative
touch transformed this volume into a work of art.
For generously sharing her exquisite watercolour painting that graces the cover
of this book, we are delightedly grateful to Barbara Chuck, former ETAS National
Events Chair, for helping to make this volume not just a feast for the mind but also for
the eyes.
Finally, for their infinite patience during the long time it has taken us to breathe life
into this book, heartfelt thanks to our respective families for their unconditional support.
Daniel Xerri and Ceres Pioquinto