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Navigating the research–practice relationship: Professional goals and constraints

Published online by Cambridge University Press:  14 December 2023

Masatoshi Sato Open the ORCID record for Masatoshi Sato [Opens in a new window]
Masatoshi Sato*
Affiliation:
Universidad Andres Bello, Santiago, Chile
*
Email: masatoshi.sato@unab.cl
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Abstract

In this article, which is based on my AAAL 2023 plenary talk, I argue that researchers may be contributing to widening the never-ending gap between research and practice. At least, there is such a possibility given that researchers, including myself, have rarely investigated their own beliefs and practices related to classroom teaching. In the first part, I overview research of the research–practice relationship and problematize the epistemological clash between two groups of professionals, that is, teachers and researchers. In the second part, I focus on researchers as a profession who have significant potential in contributing to education. In the third part, I share concrete ways of tackling researchers' obstacles in communicating with practitioners if, and when, they wish to be useful for real-world education, including: (a) adjusting the nature of research, and (b) improving communication methods. In conclusion, I propose a model in which the research–practice relationship can be more equitable, effective, and mutually beneficial.

Type
Plenary Speech
Information
Language Teaching , Volume 57 , Issue 4 , October 2024 , pp. 517 - 532
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Copyright
Copyright © The Author(s), 2023. Published by Cambridge University Press

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Footnotes

This article is based on a plenary talk given at the American Association for Applied Linguistics conference, Portland, USA, March 2023.

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