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Evolving the TESOL Teaching–Research Nexus

Mckinley, J; (2019) Evolving the TESOL Teaching–Research Nexus. TESOL Quarterly , 53 (3) pp. 875-884. 10.1002/tesq.509. Green open access

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TESOL research was traditionally led by researcher‐practitioners, who acknowledged real‐world English language teaching problems (in alignment with developments in establishing applied linguistics as a field of study) as the basis for research enquiries. Take, for instance, TESOL Quarterly's first two issues. Published in 1967, articles offer descriptions of and suggestions for actual classroom practices. Some include sample exercises, based on either the author's own practices (see, e.g., Arapoff, 1967) or on a combination of literature and personal experience (see, e.g., Ross, 1967). Over time, however, the focus moved away from anecdotes for teaching English towards empirical TESOL research, grounded in educational, linguistic, or psychological principles. This movement was part of a larger trend in educational research and has led to continued calls from some higher education scholars to refocus on the teaching–research nexus (see, e.g., Neumann, 1992). These changes have contributed to a teaching and research bifurcation, where studies conducted by researchers who are removed from teaching tend to be more highly valued by the TESOL research community than many of the practical classroom‐based, teaching‐led work done by researcher‐practitioners.

Type: Article
Title: Evolving the TESOL Teaching–Research Nexus
Open access status: An open access version is available from UCL Discovery
DOI: 10.1002/tesq.509
Publisher version: https://doi.org/10.1002/tesq.509
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10073532
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