We are delighted to announce the imminent publication of an important work of reference for teacher research literacy. The Routledge Handbook of Language Teacher Education, edited by Anne Burns and Kenan Dikilitaş, is now in production and will be available for pre-order in January 2025.
About the book
The Routledge Handbook of Language Teacher Action Research is an edited collection that brings together 32 chapters from leading global experts (as well as two editorial contributions which introduce and conclude the volume), blending practical and theoretical insights about action research in language education.
The volume is structured into five parts, exploring different action research aspects. Parts I and II focus on the professional and pedagogical impact that action research has. Following that, Part III looks into how action research can impact language teachers on a personal level. Next, the contributions in Part IV look into the educational impacts of action research. Finally, Part V brings the voices of language teachers into the centre stage.
You can find out more about the book by clicking on the expandable table of contents or on the button that will take you to the publishers' homepage.
Table of contents
Striving for Positive Change in Second Language Education: A Consideration of Critical Action Research (Gregory Hadley)
Creativity in Language Teacher Action Research (Darío Luis Banegas & Luis S. Villacañas de Castro)
The Impact of Practitioner Research: What Teachers and Students Gain from Doing Research (Judith Hanks)
Publishing Action Research by Teachers of English (Melba Libia Cardenas)
Developing Professional Ethics for Action Research (Roger Barnard)
Action Research for Teaching Grammar (Melissa Reed & Phil Chappell)
Student Engagement through Action Research (Kenan Dikilitaş)
Digital Data-led Reflections on Language Classroom Interaction: A Collaborative Action Research Study (Olcay Sert & Carolina Jonsson)
Researching Mobile Technologies in Language Teaching (Nicky Hockly)
Online Learning/Hybrid Learning and Action Research (John Liontas)
Using Corpus Approaches in Language Teacher Action Research (Fiona Farr)
Action Research and Language Assessment (Frank Giraldo & Daniel Murcia Quintero)
Action Research and Language Teacher Agency (Vahid Bahrami & Andy Gao)
Action Research as an Avenue for Exploring Teacher Wellbeing (Tammy Gregersen)
Teacher and Learner Autonomy through Action Research (Rhian Webb & Simon Mumford)
Action Research into Learner and Teacher Motivation (Richard Sampson & Richard Pinner)
The Centrality of Reflection in Action Research: A Neglected Issue (Le Van Canh)
Language Teacher Identity and Action Research: Insights and Implications (Gary Barkhuizen)
Teacher Emotional Development and Action Research (Stephanie King & Christina Gkonou)
Building Language Teachers’ Self-Efficacy Beliefs for and through Action Research (Mark Wyatt)
Action Research and Language Teacher Cognition: Reflexive, Intentional, Praxical (Anne Feryok)
Looking from the outside In: Action Research in Initial Language Teacher Education (Malba Barahona & Stephen Darwin)
In-Service Teacher Education and Action Research (Anne Burns)
Institutional Development through Action Research (Emily Edwards & Neville Ellis)
Unpacking the Roles of Action Research Facilitators (Rui Yuan, Kailun Wang, & Hong Zhang)
Exploring the Interface between Difficult Circumstances and Action Research in English Language Teaching (Amol Padwad)
Action Research for Social Justice in Language Education (Melina Porto)
The Transformative Power of Action Research on A Teacher’s Practices, Identity, and Career (Peter Brereton)
My Story Matters: Engaging in Action Research Inquiries in Poland and The United States (Luis Javier Pentón Herrera
Fantastic Shining Consequences of Practicing Action Research in a Public-School EFL Classroom (Roxana Percach)
From Action Research To Higher Degree Research: An Ecological Perspective (Bianka Malecka)
Looking to the Future in Language Teacher Action Research (Anne Burns & Kenan Dikilitaş)
Reviews of The Routledge Handbook of Language Teacher Action Research
“This outstanding anthology presents a multidimensional overview of approaches to action research. Drawing on research and practice in many different contexts the collection redefines the nature, scope and impact of action research and highlights the contribution it can make to teacher and institutional development and to student learning.”
Jack C. Richards, University of Sydney, Australia
“This landmark handbook provides a thorough treatment of language teacher action research, showcasing its profound impact on teachers’ professional practice and development. Unparalleled in comprehensiveness, this volume is a seminal publication that advances our understanding of action research in language education. It provides an indispensable resource for practitioners, researchers, and teacher educators.”
Icy Lee, National Institute of Education, Nanyang Technological University, Singapore
“This Handbook marks an important milestone in our understanding of action research in the field of second-foreign language teaching. The 32 chapters detail a trajectory from early perceptions that often marginalized the work as ‘teachers fixing their teaching', to our present understanding of the methodology as part of a heuristic paradigm (Freeman & Cameratti 2019) which repositions teachers to generate unique knowledge about their work. The editors have done an excellent job of laying out the different spheres of impact of language teacher action research—professional, pedagogical, personal, and educational— in a volume that establishes its variety and breadth of productive benefits to the research, policy, and practitioner communities.”
Donald Freeman, Marsal School of Education, University of Michigan, USA
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