Evolution and Future Directions of Action Research in TESOL: A Coffee Chat with Anne Burns

Huseyin Uysal

Authors

Huseyin Uysal The Education University of Hong Kong

Keywords:

classroom research, educational action research, English language teaching, teacher research, TESOL

Abstract

Anne Burns is an Honorary Professor at the University of New South Wales and Professor Emerita at Aston University. Her research focuses on language teacher education, written and spoken discourse analysis, curriculum development and change, and language teacher cognition. She is the author of the books Collaborative Action Research for English Language Teachers published by Cambridge University Press in 1999 and Doing Action Research in English Language Teaching: A Guide for Practitioners published by Routledge in 2010. Her work has appeared in various international journals including Language Teaching, TESOL Quarterly, The Modern Language Journal, and Applied Linguistics. The current interview delves into Anne’s profound expertise in empowering teachers for action research, illuminating pivotal considerations for teacher educators. Her insights spotlight the evolving perceptions of TESOL practitioners towards action research, showcasing its transformative impact on teacher development worldwide. She underscores the significance of fostering a positive teaching environment and understanding students’ perspectives while advocating for greater institutional support. Her reflections offer invaluable guidance for TESOL professionals, inspiring meaningful change in language education through action research. This interview serves as a beacon for educators navigating their journey towards transformative teaching practices.

Author Biography

Huseyin Uysal, The Education University of Hong Kong

Huseyin earned his undergraduate degree in English Language Teaching from Mehmet Akif Ersoy University, and his master’s degree in Linguistics from Ankara University. Recently, he received his PhD degree in Curriculum and Instruction (specialization: ESOL/Bilingual Education) from the University of Florida. In addition to his earlier work in psycholinguistic research, he taught at various higher education settings in Hungary, Turkey, Colombia and the U.S. Currently, he is working as a research assistant professor at The Education University of Hong Kong. Aligned with his teaching mission, his recent scholarly work is grounded in power and status in linguistically and culturally diverse schools, and inclusivity issues in language minority schooling in the US. As an emerging scholar and a world citizen, he positions himself within the critical and constructivist paradigms, and works towards equitable, inclusive and diverse learning environments by advocating for emergent bilinguals.