Enhancing the Reading of Peer-Reviewed Research in the Teaching English as a Second Language Community

Authors

  • Marian J Rossiter University of Alberta
  • Marilyn L. Abbott University of Alberta
  • Sarvenaz Hatami University of Alberta

DOI:

https://doi.org/10.11575/ajer.v59i4.55842

Keywords:

English as a second language, engagement with research, research dissemination, Anglais langue seconde (ALS), engagement face à la recherche, diffusion de la recherche.

Abstract

Adult ESL instructors’ engagement with research can enhance instruction but is “a minority activity in our field” (Borg, 2010, p. 391). We explored instructors’ engagement with research; applied linguists’ and instructors’ conceptions of teacher-friendly, peer-reviewed research articles; and academics’ commitment to their dissemination. Twenty-three academics completed a survey; 8 adult ESL instructors read three articles, completed a questionnaire, and participated in a focus group interview. Despite a strong commitment to sharing their research with practitioners, academics in this study reported a number of constraints in their efforts to do so. We discuss differences in participants’ perspectives and provide suggestions for academics to enhance practitioners’ engagement with the research literature.

Même si la lecture de travaux de recherche peut améliorer l’enseignement, peu d’enseignants d’ALS s’y mettent (Borg, 2010). Pour combler cette lacune, nous nous sommes penchés sur la question de l’implication des enseignants dans la recherche; les conceptions qu’ont les linguistes appliqués et les enseignants d’articles de recherche revus par les pairs et faciles à intégrer en salle de classe; et la mesure dans laquelle les chercheurs se préoccupaient de la diffusion de leur travail. Vingt-trois chercheurs ont complété un sondage, et huit enseignants d’ALS ont lu trois articles, complété un questionnaire et participé à une entrevue collective. Malgré un engagement ferme visant la diffusion de leur recherche parmi les praticiens, les chercheurs ont évoqué plusieurs obstacles qui limitaient leurs efforts. Nous discutons des différences dans les perspectives des participants et offrons des suggestions aux chercheurs voulant stimuler la lecture et l’intégration de leur recherche par les praticiens.

Author Biographies

Marian J Rossiter, University of Alberta

Marian J. Rossiter is Associate Professor and Coordinator of the Teaching English as a Second Language Program in the Department of Educational Psychology, University of Alberta.

Marilyn L. Abbott, University of Alberta

Marilyn L. Abbott is Associate Professor in the Teaching English as a Second Language Program in the Department of Educational Psychology at the University of Alberta.

Sarvenaz Hatami, University of Alberta

Sarvenaz Hatami is a PhD Candidate in the Teaching English as a Second Language (TESL) program in the Department of Educational Psychology at the University of Alberta, Canada.

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Published

2014-10-30

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Section

ARTICLES