Invita el Magíster en Enseñanza del Inglés como Lengua Extranjera
This seminar explores ways in which the relationship between research and practice in the field of second language (L2) learning and teaching can be initiated and facilitated. L2 researchers have long been concerned about the limited use of research in the classroom yet examinations of the research-practice relationship have been rare.
In an effort to narrow the gap—albeit without much empirical support—researchers have considered increased ecological validity and different ways of disseminating research (e.g., study summaries). Nevertheless, the problem seems to persist; that is, research seems to have little influence on classroom practice. I will argue that, perhaps, a fundamental cause of the divide is epistemological rather than logistical, that is, beliefs about each other’s occupation.
In this talk, I will first review obstacles to the research-practice relationship. I will then discuss potential ways of narrowing the research-practice gap, such as: (a) collaborative mindset; (b) the nature of research; (c) venues for a dialogue; and (d) institutional support.
I will conclude the seminar by proposing that it is necessary to examine researchers’ (cf. practitioners’) perceptions and efforts in creating and facilitating a bi-directional and mutually-beneficial dialogue with practitioners.
Dr. Masatoshi Sato:
- Masatoshi Sato (PhD: McGill University) is a Professor at Universidad Andrés Bello, Chile.
- He has taught English and Japanese in Japan, US, Chile, and Canada.
- His research agenda is to conduct theoretical and applied research in order to facilitate the dialogue between practitioners and researchers.
- His research interest includes instructed second language acquisition, peer interaction, metacognition, corrective feedback, learner psychology, teacher beliefs, and the research-practice relationship.
- In addition to his research publications in international journals, he has co-edited volumes from John Benjamins (2016 with Susan Ballinger: Peer Interaction and Second Language Learning), Routledge (2017 with Shawn Loewen: The Routledge Handbook of Instructed Second Language Acquisition; 2019: Evidence-Based Second Language Pedagogy), Language Teaching Research (2021 with Kata Csizér: Learner Psychology and Instructed Second Language Acquisition), and The Modern Language Journal (2022 with Shawn Loewen: Connecting second language research and pedagogy).
- He is the recipient of the 2014 ACTFL/MLJ Paul Pimsleur Award. He is currently the Editor of Language Awareness.