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Evolving the TESOL Teaching–Research Nexus
Author(s) -
Mckinley Jim
Publication year - 2019
Publication title -
tesol quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.737
H-Index - 91
eISSN - 1545-7249
pISSN - 0039-8322
DOI - 10.1002/tesq.509
Subject(s) - nexus (standard) , citation , library science , sociology , media studies , mathematics education , computer science , psychology , embedded system
This paper makes further calls for more TESOL research to be conducted in the teaching-research nexus; specifically, for the research to be more grounded in classroom-contexts, and for methods to be more transparent about the messiness of doing real-world classroom research. I present two key calls for TESOL researchers: 1) to collaborate with teachers and ensure research questions are driven by practice-based problems; and 2) to report classroom research by being honest about the messinesss of their real-world data. The desired outcome of these calls is more transparency in research, resulting ideally in a better balance of teaching-informed research and research-informed teaching, and potentially the development of what some refer to as the ‘holistic academic’, referring to researchers who can shift easily within a range of relevant identities: including a researcher, teacher, and manager.

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