K-12 Classroom Research in Language Teaching and Learning

Kate Mastruserio Reynolds is Professor of TESOL/Literacy at Central Washington University, USA. A licensed K-12 educator, she has taught teachers in several countries and multilingual learners of English in public-school districts at elementary, middle schools and universities in various contexts. Dr. Reynolds’ publications include Introduction to TESOL: Becoming a Language Teaching Professional and Research Methods in Language Teaching and Learning: A Practical Guide. In 2022, she was inducted on to the TESOL International Association’s Board of Directors (2022-2025).Khanh-Duc Kuttig is Instructor in EFL at the University of Siegen, Germany. She is involved in IATEFL’s Teacher Training and Education SIG, TESOL’s Teacher Educator Interest Section and is Chair of TESOL’s Professional Development Professional Council (2024). She is currently a doctoral student at the Heidelberg University of Education, where she is creating a corpus of teacher classroom language. In 2021, she was recipient of the TESOL International/NGL Teacher of the Year award.

• List of ContributorsAcknowledgmentsAcronyms DefinedIntroduction: The Case for Teacher Research in English Language TeachingKhanh-Duc Kuttig and Kate Mastruserio ReynoldsSection I: Early Career Practitioner ResearchersChapter 1: Exploring Further Vocabulary Acquisition through Inquiry and Storytelling: An Action Research StudyChristina J.RochaChapter 2: A K-12 Teacher’s Research in PracticeKathy Lobo and Khanh-Duc KuttigChapter 3: The Roles of School-Based Language Specialists: Implications for ELL Teacher and Speech-Language Pathologist CollaborationErica SolorioChapter 4: Taiwanese Elementary School English Teachers’ Design and Implementation of Glocalized English LessonsChin-Wen Chien, Ting-Hsiu Lin, and Yun-Yun HuangChapter 5: Cultivating Positive Reading Attitudes with Grade 8 LearnersOkon Effiong, Sylviana Engelbrecht, and Rethabile MawelaChapter 6: Developing Curriculum Materials Integrating Language and Social Studies: Implementing a Functional Approach to Language DevelopmentLuciana C. de Oliveira, Tara Willging, and Joy BeattySection II: Mid-Career Practitioner ResearchersChapter 7: Results and Revelations about a Dual Immersion Kindergarten in China: Reflections on ResearchJane Hoelker and Tamralynn T. ClarkChapter 8: Exploring Language Teacher Emotions and Organizational Support through Autoethnographic NarrativesBrenda Valentine and Juyoung SongChapter 9: A Conversation Analytic Journey into K-12 Language ClassroomsEsra Yatağanbaba, Rana Yıldırım, and Fatma ŞentürkChapter 10: A Trainee EFL Teacher’s Self-Reflexivity in Exploring Motivational Dynamics in Self-Guided Professional LearningMehmet Sak and Meysa AcarChapter 11: Narrative Inquiry as a Form of Professional DevelopmentVu Tran-Thanh, Ha Thi Nguyen, and Ha Thanh LeChapter 12: Developmental Trajectories of a Pre-K-12 Teacher during Collaborative Research with University Academics on Translanguaging PedagogyKenan Dikilitaş, Vahid Bahrami, and Nil Tugce ErbakanChapter 13: Status, Language Affordances, and Engagement for English LearnersMartha Sandstead, Debbie Pritchett, Angela Wassom, and Sara WigerChapter 14: Assuring Equitable and Effective Practices to K-12 Multilingual Populations through Program Evaluations: Overview and RecommendationsSolange A. Lopes Murphy and Geoff HewittChapter 15: Conclusion: Teachers’ Thoughts on Practitioner Research NarrativesSusan Calix, Aimee Wisener, and Nermeen AdlyGlossaryIndex