Bridging the gap between second language researchers and teachers: lessons learned
Callie Mady
ABSTRACT
With a view to bridging the gap between elementary( primary) and secondary school second language teachers and researchers, the study reported in this paper identified differences in language register, educators’ lack of access to research articles and lack of shared space for researchers and educators to communicate as causes of the gap. There is a need to address these causes in order to narrow the gap between the two groups. Using Graham, Logan, Harrison, Straus, Tetroe, Caswell and Robinson’ s
( 2006) knowledge to action process framework, this study provided second language educators with not only access to empirical, applied second language research articles but also offered corresponding support guides in more accessible language and a virtual space for second language educators and researchers to communicate via a website. This paper reports on questionnaire results, and the monitoring of the website use as gathered with Google Analytics, including the use of the discussion forum. The data showed the participants to be concerned not only with access to research articles, but also with their inability to determine the quality of articles. Although the project was successful in that it provided teachers with access to research-based articles, it had limited success in having teachers engage with the accompanying support guides and discussion forum made available for interaction.
Key Words knowledge mobility, second language research, research to action
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