ESL teachers’ experiences in engaging with published research findings: an interpretative phenomenological analysis

12 views

Skip to first unread message

Professor Kevin W. H. Tai

unread,

Feb 20, 2024, 7:50:24 AMFeb 20

to Special Interest Group for Translanguaging and Inclusive Education

Dear Members of the SIG,

l am delighted to share a new article that l co-authored with Dr. Edsoulla Chung. This paper reports on a study in which four Hong Kong ESL teachers were given research findings about L2 vocabulary teaching and learning and how they engaged in professional development (PD) sessions with a researcher specialising in vocabulary teaching and learning to make sense of the research findings.

Adopting Interpretative Phenomenological Analysis as the methodological framework, we argue that the professional dialogues created a dialogic space for teachers to mobilise their funds of knowledge (Moll et al. 1992), including but not limited to prior experience, pedagogical knowledge, and epistemological knowledge about L2 teaching and learning, and in so doing, challenge their existing thinking and pedagogical practice. In other words, the PD sessions can be conceptualised as an interactional space (Tai 2022; 2023) for ESL teachers to draw on their diverse funds of knowledge to reflect on and advance teaching practices while transforming the teachers’ pedagogical knowledge.

Link (50 free online copies): https://www.tandfonline.com/eprint/BTSJ7FRGDGI6JXZWJWBV/full?target=10.1080/17501229.2024.2315091

Please see the attached PDF version of the paper for your reference.

Reference: Tai, K. W. H. and Chung, E. 2024. ‘English as a Second Language Teacher’s Experiences of Engaging with Published Research Findings: An Interpretative Phenomenological Analysis’. Innovation in Language Learning and Teaching. Epub ahead of Print. DOI: 10.1080/17501229.2024.2315091

Best wishes,

Kevin Tai

Professor Kevin W. H. Tai

BA (Hons 1) (Newcastle, UK), MSc (Oxon), PhD (UCL), FHEA, FRSA

Assistant Professor of Language and Literacy Education

Co-Director, Centre for Advancement in Inclusive and Special Education (CAISE)

Chair, Special Interest Group for Translanguaging and Inclusive Education, CAISE

Faculty of Education

The University of Hong Kong

Honorary Research Fellow, IOE, UCL’s Faculty of Education and Society, University College London

Editor, The Language Learning Journal (Routledge)

Assistant Editor, International Journal of Bilingual Education and Bilingualism (Routledge)