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<p class="MsoNormal" style="text-align:center;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif" align="center"><b><span style="font-family:"Times New Roman",serif">RPC </span></b><b><span style="font-family:"Times New Roman",serif">TESOL IN FOCUS Colloquium March
2022<span></span></span></b></p>
<p class="MsoNormal" style="text-align:center;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif" align="center"><b><span style="font-family:"Times New Roman",serif">CALL
FOR PROPOSALS<span></span></span></b></p>
<p class="MsoNormal" style="text-align:center;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif" align="center"><b><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif"><span> </span></span></b></p>
<p class="MsoNormal" style="text-align:right;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif" align="right"><b><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif">RPC Organizers<i><span></span></i></span></b></p>
<p class="MsoNormal" style="text-align:right;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif" align="right"><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif" lang="TR">Özgehan Uştuk, Balıkesir University, Turkey<span></span></span></p>
<p class="MsoNormal" style="text-align:right;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif" align="right"><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif" lang="TR">Jessie Hutchison Curtis, Rutgers University, US<span></span></span></p>
<p class="MsoNormal" style="text-align:center;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif" align="center"><b><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif"><span> </span></span></b></p>
<p class="MsoNormal" style="text-align:center;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif" align="center"><b><span style="font-family:"Times New Roman",serif">Global
perspectives on building up a culture of research in everyday TESOL<span></span></span></b></p>
<p class="MsoNormal" style="text-align:justify;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif"><b><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif"><span> </span></span></b></p>
<p class="MsoNormal" style="line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif">Research in TESOL has
traditionally been closely connected to teachers’ actual classroom practices,
and TESOL International Association has intended to foster this culture
especially by TESOL’s<i> Research
Professional Council</i> (RPC) or its journals such as <i>TESOL Quarterly</i> and <i>TESOL
Journal</i>. McKinley <span>(2019)</span>, however, argued
that the current research in TESOL, in general, is mainly led by researchers
and includes less and less “classroom-based, teaching-led work done by
researcher-practitioners” (p. 875). Relatedly, Rose <span>(2019)</span> stated that TESOL research has increasingly become more
conceptual and theoretical mostly aiming to communicate to a researcher
readership instead of TESOL practitioners.<span></span></span></p>
<p class="MsoNormal" style="text-indent:0.5in;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif">One
way to advance the culture of classroom-based and situated research that is grounded
on real-world TESOL is the greater research engagements of practitioners. Teachers’
research engagement in TESOL has been conceptualized variously as <i>exploratory
practice</i>, <span>(Hanks, 2017)</span>, <i>teacher-research</i>
<span>(Nunan & Norton Peirce, 1997)</span>, and <i>action
research</i> <span>(Burns, 2010)</span>; such exploratory
and teacher-led research practices have been found to be impactful and
empowering experiences <span>(Dikilitaş &
Griffiths, 2017; Rebolledo et al., 2016)</span>. <span></span></span></p>
<p class="MsoNormal" style="text-indent:0.5in;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif">TESOL’s
Research Agenda (2014) also made it clear that reflective and agentic TESOL practitioners
are concerned both with instructional and societal problems surrounding their
everyday practices so that they are interested in practitioner research. For
various reasons, though, language teachers experience difficulties in engaging
in research as a part of their everyday teaching practices <span>(Dikilitaş & Griffiths, 2017)</span>. To overcome
these difficulties, Rose <span>(2019)</span> called
for teacher and researcher collaborations that are based on a bidirectional
flow and policies that value teacher involvement. Relatedly, McKinley <span>(2019)</span> proposed more collaboration between
TESOL researchers and teachers to create a teaching-research nexus so that
research in TESOL can be driven by authentic teaching problems and realities. <span></span></span></p>
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<span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif"><br style="break-before:page" clear="all">
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<p class="MsoNormal" style="text-indent:0.5in;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif"><span> </span></span></p>
<p class="MsoNormal" style="text-indent:0.5in;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif">In
this colloquium, teachers, teacher-educators, and researchers in TESOL from
various teaching/research contexts will discuss a framework to blur the lines
between teaching and research <span>(Rose, 2019)</span>
and build a teaching-research nexus <span>(Mckinley,
2019)</span>. In line with the scope of the session, presenters will address
the following issues: <span></span></span></p>
<p class="gmail-MsoListParagraphCxSpFirst" style="margin:0in 0in 0in 0.75in;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:Symbol"><span>·<span style="font:7pt "Times New Roman""> </span></span></span><span style="font-size:11pt;font-family:"Times New Roman",serif">How can language
education policy foster teacher-researchers’ engagement with classroom-based
research?<span></span></span></p>
<p class="gmail-MsoListParagraphCxSpMiddle" style="margin:0in 0in 0in 0.75in;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:Symbol"><span>·<span style="font:7pt "Times New Roman""> </span></span></span><span style="font-size:11pt;font-family:"Times New Roman",serif">What kinds of
support systems are needed by teacher-researchers in the K-16 contexts?<span></span></span></p>
<p class="gmail-MsoListParagraphCxSpMiddle" style="margin:0in 0in 0in 0.75in;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:Symbol"><span>·<span style="font:7pt "Times New Roman""> </span></span></span><span style="font-size:11pt;font-family:"Times New Roman",serif">How should teacher
education programs be designed to foster TESOL practitioner-led research?<span></span></span></p>
<p class="gmail-MsoListParagraphCxSpMiddle" style="margin:0in 0in 0in 0.75in;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:Symbol"><span>·<span style="font:7pt "Times New Roman""> </span></span></span><span style="font-size:11pt;font-family:"Times New Roman",serif">How can equitable
collaboration and engagement in research be initiated and sustained between
teachers, teacher-educators, and researchers?<span></span></span></p>
<p class="gmail-MsoListParagraphCxSpMiddle" style="margin:0in 0in 0in 0.75in;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:Symbol"><span>·<span style="font:7pt "Times New Roman""> </span></span></span><span style="font-size:11pt;font-family:"Times New Roman",serif">What ethical
issues do teachers, teacher-educators, and researchers need to consider when
they engage in classroom-based research; how can these issues be addressed?<span></span></span></p>
<p class="gmail-MsoListParagraphCxSpMiddle" style="margin:0in 0in 0in 0.75in;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:Symbol"><span>·<span style="font:7pt "Times New Roman""> </span></span></span><span style="font-size:11pt;font-family:"Times New Roman",serif">What is the role of
professional associations such as TESOL International Association in supporting
teacher-researchers?<span></span></span></p>
<p class="gmail-MsoListParagraphCxSpLast" style="margin:0in 0in 0in 0.5in;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:"Times New Roman",serif"><span> </span></span></p>
<p class="MsoNormal" style="line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif"><b><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif">Format</span></b><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif">:
Plan for an in-person workshop format of one hour and forty-five minutes
(should COVID-19 conditions change, the format may be adjusted). Following
presentations (about 50 minutes) and a short break (about 10 minutes), there
will be Q&A and workshopping. We look forward to receiving abstracts of
200-250 words (excluding references) by July 31<sup>st</sup>.<span> </span>Please send abstracts, references, and
presenter information using </span><a style="color:rgb(5,99,193);text-decoration:underline"><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif">this
form</span></a><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif">.
If you encounter difficulties or have questions, please contact </span><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif" lang="TR">Özgehan Uştuk,</span><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif" lang="TR"> </span><a style="color:rgb(5,99,193);text-decoration:underline"><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif">ustukozg@msu.edu</span></a><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif">.
Please note that presenters are expected to register for the TESOL 2022
convention.<b><span></span></b></span></p>
<p class="MsoNormal" style="text-align:justify;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif"><b><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif"><span> </span></span></b></p>
<p class="MsoNormal" style="text-align:justify;line-height:150%;margin:0in;font-size:12pt;font-family:"Calibri",sans-serif"><b><span style="font-size:11pt;line-height:150%;font-family:"Times New Roman",serif">References<span></span></span></b></p>
<p class="MsoNormal" style="margin:0in 0in 0in 24pt;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:"Times New Roman",serif">Burns, A. (2010). <i>Doing
action research in English language teaching: A guide for practitioners</i>.
Routledge.<span></span></span></p>
<p class="MsoNormal" style="margin:0in 0in 0in 24pt;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:"Times New Roman",serif">Dikilitaş, K.,
& Griffiths, C. (2017). <i>Developing language teacher autonomy through
action research</i>. Springer International Publishing.
<a href="https://doi.org/10.1007/978-3-319-50739-2">https://doi.org/10.1007/978-3-319-50739-2</a><span></span></span></p>
<p class="MsoNormal" style="margin:0in 0in 0in 24pt;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:"Times New Roman",serif">Hanks, J. (2017). <i>Exploratory
practice in language teaching: Puzzling about principles and practices</i>.
Palgrave Macmillan UK. <a href="https://doi.org/10.1057/978-1-137-45344-0">https://doi.org/10.1057/978-1-137-45344-0</a><span></span></span></p>
<p class="MsoNormal" style="margin:0in 0in 0in 24pt;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:"Times New Roman",serif">Mckinley, J.
(2019). Evolving the TESOL teaching–research nexus. <i>TESOL Quarterly</i>, <i>53</i>(3),
875–884. <a href="https://doi.org/10.1002/tesq.509">https://doi.org/10.1002/tesq.509</a><span></span></span></p>
<p class="MsoNormal" style="margin:0in 0in 0in 24pt;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:"Times New Roman",serif">Nunan, D., &
Norton Peirce, B. (1997). Developing standards for teacher-research in TESOL. <i>TESOL
Quarterly</i>, <i>31</i>(2), 365. <a href="https://doi.org/10.2307/3588053">https://doi.org/10.2307/3588053</a><span></span></span></p>
<p class="MsoNormal" style="margin:0in 0in 0in 24pt;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:"Times New Roman",serif">Rebolledo, P.,
Smith, R., & Bullock, D. (2016). Introduction. In <i>Champion teachers:
Stories of exploratory action research</i> (pp. 4–8). British Council.<span></span></span></p>
<p class="MsoNormal" style="margin:0in 0in 0in 24pt;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:"Times New Roman",serif">Rose, H. (2019).
Dismantling the ivory tower in TESOL: A renewed call for teaching-informed
research. <i>TESOL Quarterly</i>, <i>53</i>(3), 895–905.
<a href="https://doi.org/10.1002/tesq.517">https://doi.org/10.1002/tesq.517</a><span></span></span></p>
<p class="MsoNormal" style="margin:0in;font-size:12pt;font-family:"Calibri",sans-serif"><span style="font-size:11pt;font-family:"Times New Roman",serif"><span> </span></span></p>
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