This volume focuses on real-world examples of teacher-researcher collaborations in TESOL in a variety of contexts. The book begins with a review of conceptual foundations and cultural factors that facilitate or hinder TESOL educators' engagement in and with research. The chapters that follow contain diverse geographic representations, topics, and author voices engaged in research collaborations, illustrating approaches to ethical and cross-cultural challenges of such engagement, as well as successes. The proliferation of a neo-liberal agenda in education that has an impact on local TESOL classrooms has generated a sense of urgency for teacher-researcher collaborations that promote diversity, equity, and inclusion in TESOL, to which this volume responds. The chapters document how a range of TESOL educators including teachers, teacher educators, teacher candidates, and researchers developed and reflected on their collaborations with the aim of building a culture of research in English language education.

This volume will be of high interest to English language and language teachers, graduate/undergraduate students, teacher educators, researchers in areas of TESOL, language education, applied linguistics, literacy education, and teacher education.

Autorentext

Jessie Hutchison Curtis, PhD, is an adjunct faculty member in the English Writing Program at Rutgers, The State University of New Jersey, where she works with international students. Her research interests include teacher education in multilingual contexts, practitioner inquiry, and negotiations of identity in linguistically diverse settings. Her work has been published in the International Journal of Multilingual Education, Language Teaching Research, Foreign Language Annals, Critical Multilingualism Studies, and the Journal of Language, Identity & Education.

Ozgehan Ustuk, PhD, is a language teacher, teacher educator, and researcher currently working as a postdoctoral research fellow at The Hong Kong Polytechnic University. His research interests include practitioner inquiry, teacher identity and learning, classroom discourse, and drama in language education. His works appeared in international journals such as Language Teaching Research, TESOL Quarterly, TESOL Journal, and International Journal of Lesson and Learning Studies.