This book brings together research-practice partnerships that aim to improve language teaching and learning across varied educational contexts. This book examines how teachers, researchers, school leaders, policymakers and communities collaborate to create evidence-informed language education, and why some partnership efforts succeed while others face challenges.
The chapters present projects from local schools to international networks, showing how sustained dialogue and shared goals can strengthen language learning. Key themes include how partnerships are established, what motivates stakeholders, and how research can be translated into accessible and practical classroom approaches.
By highlighting real examples of collaborative work, the book shows how a more inclusive and balanced approach to research can benefit everyone involved in language education. It offers clear insights and lessons for creating effective, long-term partnerships that support practitioner research, make evidence more usable, and foster meaningful change in how languages are taught and learned.
Chapter 1: Introduction Re-imagining research-practice partnership from
an innovation lens the case of language teaching and learning.
Chapter 2:
Teacher researcher collaboration to develop a standardised assessment
approach for an international language teaching programme .
Chapter 3:
Changing roles in times of change The co production of an evaluation rubric
for childrens Plurilingual and Intercultural competence.
Chapter 4:
Language teachers as curriculum makers Promoting teacher agency through
community of practice and collaborative curriculum and assessment design.-
Chapter 5: Integrating graphic novels into an English communication course in
Japan A practice research duoethnography.
Chapter 6: A Collaborative Action
Research for Content and Language Integrated Curriculum Development at a
Private Senior High School in Japan.
Chapter 7: Researcher practitioner
collaborative action research for ESP innovation in Uzbekistan Insights on
achievements and challenges.
Chapter 8: Connecting MA TESOL students with
the classroom through sessions for English as an Additional Language
parents.
Chapter 9: Unlocking pedagogical puzzles A tripartite
research-practice partnership in initial language teacher education.
Chapter
10: Liquid Identities and Generative AI A Research Practice Partnership
Exploring English Language Teachers Integration of AI Tools.
Chapter 11:
Dialogic Engagement on EMI Insights from a Teacher-Led Podcasting Project.-
Chapter 12: Researcher-teacher dialogue in the design and implementation of a
cognitive linguistic sequence to teach tense aspect in Catalan.
Chapter 13:
Weaving rural English teachers practices to uncover pedagogical and didactic
situated knowledge.
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.
Chapter 16:
Conclusion Research-practice partnership in language education what is next.
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 Kings 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.
