Books > Research-practice partnership in language Education

Chong, S-W., Reinders, H. & Liu, Q. (Eds.), (2026). Research-practice partnership in language education. Palgrave Macmillan (forthcoming).

About this book

This book brings together research-practice partnerships that aim to improve language teaching and learning across varied educational contexts. This book examines how teachers, researchers, school leaders, policymakers and communities collaborate to create evidence-informed language education, and why some partnership efforts succeed while others face challenges.

The chapters present projects from local schools to international networks, showing how sustained dialogue and shared goals can strengthen language learning. Key themes include how partnerships are established, what motivates stakeholders, and how research can be translated into accessible and practical classroom approaches.

By highlighting real examples of collaborative work, the book shows how a more inclusive and balanced approach to research can benefit everyone involved in language education. It offers clear insights and lessons for creating effective, long-term partnerships that support practitioner research, make evidence more usable, and foster meaningful change in how languages are taught and learned.

Table of Contents

Front Matter

Pages i-xxii

1. Research-Practice Partnership in Language Education: Three Perspectives — Sin Wang Chong, Hayo Reinders, Qi Liu (Pages 1-11)

Part 1: Co-creation of Classroom Practice

Pages 13-13

1. Teacher-Researcher Collaboration to Develop a Standardised Assessment Approach for an International Language Teaching Programme — Carolyn Westbrook, Aidan Holland (Pages 15-39)
2. Innovation and Changing Roles in Times of Change: The Co-production of an Evaluation Rubric for Children's Plurilingual and Intercultural Competence — Janine Knight, Marta Segura (Pages 41-76)
3. Language Teachers as Curriculum Makers: Promoting Teacher Agency Through Community of Practice and Collaborative Curriculum and Assessment Design — Ruth Koro, Lesley Hagger-Vaughan (Pages 77-104)
4. Integrating Graphic Novels into an English Communication Course in Japan: A Practice–Research Duoethnography — Justin Parker Pool, Xuan Minh Ngo (Pages 105-132)
5. Researcher-Practitioner Collaborative Action Research for ESP Innovation in Uzbekistan: Insights on Achievements and Challenges — Komila Tangirova, Sue Wharton, Aybolgan Borasheva, Davron Abdullaev, Fariza Musaeva, Durdona Kadirbekova, et al. (Pages 133-159)

Part 2: Teachers' Professional Development

Pages 161-161

1. Unlocking Pedagogical Puzzles: A Tripartite Research-Practice Partnership in Initial Language Teacher Education — Eda Ceylan, Eda Akgün-Özpolat, Irem Çomoğlu (Pages 163-183)
2. Liquid Identities and Generative AI: A Research-Practice Partnership Exploring English Language Teachers' Integration of AI Tools for Teaching Writing — Daniel Xerri, Josianne Block, Jessica Laura Boezio, Savannah Davis (Pages 185-206)
3. Dialogic Engagement on EMI: Insights from a Teacher-Led Podcasting Project — Matthew W. Turner, Matthew Y. Schaefer, Robert J. Lowe (Pages 207-227)
4. Many Hands Make Light Work? Reflections on a Research-Practice Partnership Project to Develop TILES: The Toolkit for Improving Language Education in Scottish Schools — Fiona O'Hanlon, Ann Robertson, Thomas Chaurin, Bethan Owen (Pages 229-255)

Part 3: Research-Practice Dialogue

Pages 257-257

1. Researcher-Teacher Dialogue in the Design and Implementation of a Cognitive Linguistic Sequence to Teach Tense-Aspect in Catalan — Llorenç Comajoan-Colomé, Ares Llop Naya (Pages 259-287)
2. "I Look at It Differently Now, but Differently in a Good Way": Developing Dispositions for Teaching Pronunciation Through a Research-Practice Partnership in Australian Adult Migrant Education — Skye Playsted, Damon P. Thomas (Pages 289-315)
3. Harnessing the Affordances of Research-Practice Dialogue and Collaboration in English Language Education: The Case of School-Based Support in Hong Kong — Samuel C. S. Tsang, Kathy K. Y. Tong (Pages 317-340)
4. Research-Practice Dialogue with Self: An Autoethnography Reflection on an Online English Language Proficiency Test for Young Learners — Gemma Perry, Sin Wang Chong (Pages 341-364)
5. Research-Practice Partnership in Language Education: An Integrated View — Sin Wang Chong, Hayo Reinders, Qi Liu (Pages 365-370)

eBook ISBN: 978-3-032-17518-2 | Hardcover ISBN: 978-3-032-17517-5 | Softcover ISBN: 978-3-032-17520-5