Research As a Tool for Empowerment: Theory Informing Practice (Research in Second Language Learning)

A volume in Research in Second Language Learning

Series Editor: JoAnn Hammadou Sullivan, University of Rhode Island

Research as a Tool for Empowerment: Theory Informing Practice will be an edited volume that will include an array of research-based chapters that not only further the field of second/foreign language research, but that also provide practical implications to language classrooms in international and national settings.

Unlike previous anthologies in second/foreign language research, this proposed volume will present studies from various research paradigms: quantitative, qualitative, teacher-research, and mixed-methods research. Each of these three sections is tied together by the overall theme of empowerment.

CONTENTS: Forward, Elaine Horwitz – Foreign Language Education, The University of Texas at Austin. Introduction, David Schwarzer, Melanie Bloom, & Sarah Shono. Part I:Researching Teachers’ Voices. Inventing a Spanish Classroom: Responding to Students’ Voices, Melanie Bloom – Spanish for Nurses, The University of Texas at Austin. Foreign Language Teachers’ Anxiety: A Close Look at Non-native Foreign Language Teachers, Lorena Canessa – English as a Foreign Language, West Chester Friends School at West Chester, PA. Negotiation in the ESL Classroom as a Means to Validate Students’ Ideas and Learning Needs, Clarena Larrotta – English as a Foreign Language, University of Mayaguez, Puerto Rico. Increasing Student Engagement, Motivation, and Accountability in the Foreign Language Classroom through Inquiry-Based Learning: A Teacher-Researcher Account, Chris Luke – Spanish as a Foreign Language, Ball State University. Teacher Research and Student Needs: A Recipe for Invention, Simone Hanesch, Rob Martinsen, & Kirstin Engelhardt – Foreign Language Education, The University of Texas at Austin. Part II:Researching Learners’ Voices. Teachers’ L1/L2 Uses in the Foreign Language Classroom: Voices from Nonnative Teachers, Chia-Chen Chang – English as a Foreign Language, The University of Texas at Austin. Heritage Language Learners’ Voices: The “Spanish for Spanish Speakers” Experience in a Rural Midwestern High School, Charla Lorenzen – Spanish as a Second Language, The University of Texas at Austin. Empowering Parents and Children: The Case for Qualitative Parent-Child L2 Research, Sun-Joo Kim – Early Biliteracy Development, The University of Texas at Austin. Noa’s Ark is Resting: Insights from a Multiliterate Child’s Journey, David Schwarzer – Early Multiliteracy Development, The University of Texas at Austin. Part III: Researching Methodological Voices. The Unstable Role of Context: A Comparison of Research Instruments, Clay Butler – English Language & Linguistics, Baylor University. Empowering Researchers & Non-native Learners Through Interviews, Sarah Shono – English as a Foreign Language, The University of Texas at Austin. Sharing your Toys: Reciprocity as a Basis for Research Relationships, Mary Petrón – Bilingual Education, Texas A&M International University. Conclusion: Empowerment through Research: Future Directions, David Schwarzer, Melanie Bloom, & Sarah Shono. References. Index.