Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research: A Collaborative Autoethnographic Exploration

Abstract

Consistent with recent calls to bridge the research–practice divide in second language acquisition, this article reports on the findings of a collaborative autoethnographic study that we, authors of this article, conducted as critical second language teacher educators. Conducting a series of constructive dialogues among ourselves for a semester, we focused on how our acts of reciprocal reflexivity were characterized by discussions and subsequent actions with our teacher partners located in different parts of the world and working in diverse contexts. Our data, which included reflective journal entries, phenomenological interviews, artefacts, and audio‐recorded group conversations, illustrate how we fostered constructive researcher–practitioner collaborations. These collaborations were mediated within and outside our classroom settings, as we sought to ultimately improve our own pedagogical practices. In contrast to working from an ivory tower and in keeping with our commitment to promoting equitable educational and research practices, our article also demonstrates and problematizes how we conducted our research in an ethical manner when designing, carrying out, and subsequently disseminating our findings to multiple audiences.

The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future

“…Classroom researchers in this model are those who “conduct their research in or on actual classrooms” (Ellis, 2010, p. 191). Although ISLA researchers endeavor to conduct research that is applicable to teaching, the researchers’ role as a mediator has been rarely discussed (but see De Costa et al., 2022, this issue).…”

“…In another study, De Costa et al. (2022, this issue) took a nuanced stance as researchers by analyzing themselves as teacher–researchers. In this autoethnographic study, the authors—teacher educators—examined how they facilitated collaboration between researchers and teachers via reflective journal entries, phenomenological interviews, artefacts, and group conversations.…”

Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction

“…With a collaborative mindset in both teachers and researchers assumed, it is researchers who should take the initiative to navigate their way into teachers’ communities and convince them of the relevance of research to teaching practice in order to foster and sustain reciprocal researcher–practitioner relationships (Sato et al., 2022). Recent projects empirically demonstrated the collaboration between researchers and teachers, for example, Abbott and Lee's (2022) researcher‐supported teacher reading groups, De Costa et al.’s (2022) community‐engaged action research projects, and Nguyen et al.’s (2022) inquiry‐based language teacher education.…”

Research or teaching? That is the problem: A narrative inquiry into a Chinese college English teacher’s cognitive development in the teaching-research nexus

“…The reading group community of practice supported by researchers can help practitioners address their teaching issues with relevant research (Abbott and Lee, 2022). It is also noteworthy that the action research facilitated by teacher educators can foster the collaboration between researchers and teachers and assuage the gap between the two parties (Banegas and Gerlach, 2021;López-Gopar et al, 2021;De Costa et al, 2022).…”