Información General

• Autores: Sardar M. Anwaruddin (coord.)
• Editores: Brill
• Año de publicación: 2019
• País: Países Bajos
• Idioma: inglés
• ISBN: 978-90-04-38876-5, 978-90-04-39246-5, 978-90-04-39247-2
• Texto completo no disponible (Saber más ...)

Resumen

• 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.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Introduction. Mobilizing Research Knowledge: Insights from the Classroom

    Sardar M. Anwaruddin

    págs. 1-15

    

  • Restricted Access Improving the Effectiveness of International Students’ Peer Review in an English Academic Writing Course

    Xin Chen

    págs. 17-29

    

  • Restricted Access Implementing Peer-Feedback in Paragraph-Writing Classes at a Thai University

    Thi Thuy Nguyen

    págs. 30-42

    

  • Revising Essays Collaboratively

    Gina Paschalidou

    págs. 43-58

    

  • Restricted Access Dynamic Written Corrective Feedback in a Community College esl Writing Class Setting

    Kendon Kurzer

    págs. 59-75

    

  • Bringing the Academic Vocabulary List into the Classroom: Student Lexical Investigations

    Chris Bannister

    págs. 76-93

    

  • Operationalizing “Defining” from a Cognitive Discourse Perspective for Learners’ Use

    Nashwa Nashaat Sobhy

    págs. 94-112

    

  • From Researchers to L2 Classrooms: Teaching Pragmatics through Collaborative Tasks

    Ayşenur Sağdıç

    págs. 113-127

    

  • Restricted Access From False Myths to Achievable Goals: Developing Language Learning Awareness in the L2 Classroom

    Lorena Valmori

    págs. 128-143

    

  • Restricted Access Reflecting on Academic Service-Learning Research in a University Intensive English Program

    Cynthia Macknish, Tiffany Johnson, Michael McLelland

    págs. 144-157

    

  • Restricted Access “I Saw Wonderfull Things in There”: Reflection on an Art Museum Field Trip for High School English Language Learners

    Donna M. Neary

    págs. 158-172

    

  • Restricted Access Blending the Styles: Exploring Students’ Views on the Merging of the Creative with the Academic

    Leigh Yohei Bennett

    págs. 173-187

    

  • Restricted Access Fostering Teacher Agency and Ideological Awareness

    Brian Morgan

    págs. 188-194