This collection occupies the middle ground between teachers showcasing their work and academics presenting research that is often situated in irreplicable, uncommon, or impractical classroom settings. The work presented here is provided by full-time university language educators who maintain a robust and active research agenda that focuses on their own classroom practice. Whether one wishes to label it under action research, exploratory practice, reflective practice or other, the findings of the research into their own practices and educational contexts are accessible and will resonate strongly with both practicing teachers and academics investigating classroom practice and teacher cognition. All articles are written with the aim of developing practice in a way that is recognisable to teachers and beneficial to their educational efforts. Indeed, recent literature calls for guidance to come from those actively engaged in classroom teaching and who apply sound research methods to the daily contexts lived by teachers and students.
Nicholas Bradley (PhD) is an associate professor in the Department of British and American Studies and Director of the Core English Program at Nagoya University of Foreign Studies, Japan. His research interests include the cultural dimensions of language teaching, issues relating to professional development and teacher training. He has published widely in publications such as Asian EFL Journal, TESOL Connections, and the Journal of Intercultural Communication (SIETAR) and he has authored multiple English language learning textbooks. Supervising a large team of teachers of diverse backgrounds, he established and coordinates professional development sessions at Nagoya University of Foreign Studies, Japan. Building on the success of the sessions, he founded the annual Teacher Development Symposium in 2020 which welcomes teachers and academics from around the world, allowing them to share their expertise and experiences in language education.
