THIS PROJECT’ S FINDINGS
FIRMLY HIGHLIGHT THE VALUE OF TEACHERS BEING INVOLVED IN
RESEARCH FROM THE OUTSET. allow future projects to respond to teachers’ specific interests and needs as well as offer the potential to include such a project in their already established communities which they have already chosen or are expected to devote time. With regard to enhancing the quality of the project itself, in addition to the limitations mentioned within the discussion section, future studies could better address the needs of their target community if they determined their specific needs prior to designing the project. A longer period of interaction may also provide for diverse results. In addition, the research could be improved by providing opportunities for the participants, and non-participants, to explain the reasons for their actions / non-action and thus offer means by which to further improve. However, beyond the scope of a research project such as this, it is essential to consider how such efforts could be sustained. Where this project was grounded in the evidence that research can inform practice, this project’ s findings firmly highlight the value of teachers being involved in research from the outset.
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Callie Mady is an Associate Professor at Nipissing University in the Schulich School of Education, North Bay, ON, Canada. She holds a PhD from OISE of the University of Toronto with a focus on second language education. Her research interests include French as a second language education and multilingual language acquisition. In particular, her research focuses on minority populations in those areas-immigrants and students with learning difficulties.
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