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<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">We have been invited to submit a proposal, under consideration with Springer, for an edited volume based on  the TESOL Research Professional Council Colloquium for 2022,

</span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;font-style:italic">Global Perspectives on Building a Culture of Research in TESOL</span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">. </span></p>

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<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">Over the past decade we have seen a building momentum for teaching-research collaborations in the field of TESOL (Rose, 2019), and in critical and liberatory approaches

 to English teaching such as translanguaging (Tian & Shepard-Carey, 2020) and decolonizing pedagogies (López-Gopar et al., 2021). Such collaborations center teachers’ knowledge of their educational contexts and aim for bi-directional teaching-research relationships

 in which research informs teaching and teaching informs research. </span></p>

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<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">Reflective and agentic TESOL practitioners are concerned not only with researching instructional issues but investigating social realities that permeate language classrooms.

 Yet language teachers experience challenges to engaging in research (Dikilitaş & Griffiths, 2017). In the field of TESOL, these include time, restrictive language policies, ideologies, and curricula, as well as bifurcation of teaching from research in university

 structures. To overcome these difficulties, McKinley (2019) proposed collaborations between TESOL researchers and teachers to create a

</span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;font-style:italic">teaching-research nexus</span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400"> embedded in practice, and

 a teaching identity as a “holistic TESOL professional” (p. 879). The proposed volume considers how teachers, teacher educators, teacher candidates, and researchers develop such collaborations, blurring the lines between these identities and promoting classroom-based

 and teaching-informed research in TESOL.</span></p>

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<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">We believe that this edited volume will be an opportunity to draw from collaborations across international, national, and educational contexts to illustrate empowering

 and agentive teacher-researcher relationships that facilitate educational change in the direction of equity and

</span><span style="font-size:12pt;font-family:'Times New Roman';color:#222222;font-weight:400">inclusion.</span><span style="font-size:12pt;font-family:'Times New Roman';color:#222222;font-weight:700"> </span><span style="font-size:12pt;font-family:'Times New Roman';color:#222222;font-weight:400">The

 editors </span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">welcome empirical and reflective chapters that explore these topics as they relate to teacher candidates and in-service teachers as researchers in their

 classrooms: </span></p>

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<p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt"><span>Transforming teacher education and professional development design for building a culture of research in TESOL.</span></p>

</li><ul style="margin-top:0;margin-bottom:0;padding-inline-start:48px">

<li dir="ltr" style="list-style-type:circle;font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;margin-left:-18pt">

<p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt"><span>Educating pre-service teacher-researchers.</span></p>

</li><li dir="ltr" style="list-style-type:circle;font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;margin-left:-18pt">

<p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt"><span>Supporting in-service teacher-researchers in K-16 and adult contexts.</span></p>

</li></ul>

</ul>

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<li dir="ltr" style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;margin-left:-18pt">

<p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt"><span>Exploring methodological and ethical considerations in building teacher-researcher relationships.</span></p>

</li><ul style="margin-top:0;margin-bottom:0;padding-inline-start:48px">

<li dir="ltr" style="list-style-type:circle;font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;margin-left:-18pt">

<p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt"><span>Initiating and sustaining equitable collaboration and engagement among stakeholders in classroom-based inquiry.</span></p>

</li><li dir="ltr" style="list-style-type:circle;font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;margin-left:-18pt">

<p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt"><span>Developing transnational and cross-cultural collaborations.</span></p>

</li></ul>

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<p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt"><span>Envisioning a language education policy that supports a culture of research in TESOL.</span></p>

</li><ul style="margin-top:0;margin-bottom:0;padding-inline-start:48px">

<li dir="ltr" style="list-style-type:circle;font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;margin-left:-18pt">

<p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt"><span>Critically identifying stated and unstated language education policies.</span></p>

</li><li dir="ltr" style="list-style-type:circle;font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;margin-left:-18pt">

<p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt"><span>Empowering teacher-researchers to be policymakers.</span><span><br>

<br>

</span></p>

</li></ul>

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<p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt"><span>Discussing the role of professional organizations (e.g., AAAL, ACTFL, AERA, CARN, IATEFL, ILA, TESOL, etc.) in building a culture of research.</span></p>

</li></ul>

<br>

<p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt"><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:700">Proposal Format</span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">:

</span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;background-color:#ffffff;font-weight:400">If you are interested in contributing a chapter to the book, we invite you to submit an abstract of 500 words, with a short list of selected

 references. </span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">We look forward to receiving proposals by February 15</span><span style="font-size:12pt;font-family:'Times New Roman';color:#222222;font-weight:400">,

 2022 and responding with acceptances by March 15, 2022. Please provide abstracts with references and author information (email and institutional

</span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">affiliation) here,

</span><a href="https://forms.gle/tuLwLjGXdJBvDBmq8"><span style="font-size:12pt;font-family:'Times New Roman';color:#1a73e8;background-color:#ffffff;font-weight:400;text-decoration:underline;text-decoration-skip-ink:none">https://forms.gle/tuLwLjGXdJBvDBmq8</span></a><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">,

 and direct questions to </span><a href="mailto:ustukozg@msu.edu"><span style="font-size:12pt;font-family:'Times New Roman';color:#0563c1;font-weight:400;text-decoration:underline;text-decoration-skip-ink:none">ustukozg@msu.edu</span></a><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400"> and 

</span><a href="mailto:jessie.curtis@gse.rutgers.edu"><span style="font-size:12pt;font-family:'Times New Roman';color:#0563c1;font-weight:400;text-decoration:underline;text-decoration-skip-ink:none">jessie.curtis@gse.rutgers.edu</span></a><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">. </span></p>

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<p dir="ltr" style="line-height:1.2;margin-top:0pt;margin-bottom:0pt"><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:700">Chapter Format</span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">:

 7,000-10,000 words. </span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;background-color:#ffffff;font-weight:400">We would like to emphasize stakeholders’ perspectives on practitioner-scholar collaborations, so we ask that you include

 a short section in which all (co)authors reflect on the research process (e.g., defining the research question(s), design, or collaboration) as it unfolded in practice-based inquiry. We anticipate providing final manuscripts to the publisher in the 4th Quarter

 of 2023. </span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400"><br>

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</span></p>

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<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:700">References</span></p>

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<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">Dikilitaş, K., & Griffiths, C. (2017).

<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;font-style:italic">Developing language teacher autonomy through action research<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">.

 Springer International Publishing. </span><a href="https://doi.org/10.1007/978-3-319-50739-2"><span style="font-size:12pt;font-family:'Times New Roman';color:#1155cc;font-weight:400;text-decoration:underline;text-decoration-skip-ink:none">https://doi.org/10.1007/978-3-319-50739-2</span></a><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400"> </span></p>

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<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">López-Gopar, M. E., Schissel, J. L., Leung, C., & Morales, J. (2021). Co-constructing social justice: Language educators challenging colonial practices in Mexico<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;font-style:italic">.

 Applied Linguistics. </span><a href="https://doi.org/10.1093/applin/amab047"><span style="font-size:12pt;font-family:'Times New Roman';color:#1155cc;font-weight:400;text-decoration:underline;text-decoration-skip-ink:none">https://doi.org/10.1093/applin/amab047</span></a><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400"> </span></p>

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<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">McKinley, J. (2019). Evolving the TESOL teaching–research nexus.

</span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;font-style:italic">TESOL Quarterly</span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">,

<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;font-style:italic">53<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">(3), 875–884.

</span><a href="https://doi.org/10.1002/tesq.509"><span style="font-size:12pt;font-family:'Times New Roman';color:#1155cc;font-weight:400;text-decoration:underline;text-decoration-skip-ink:none">https://doi.org/10.1002/tesq.509</span></a><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400"> </span></p>

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<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">Rose, H. (2019). Dismantling the ivory tower in TESOL: A renewed call for teaching-informed research.

</span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;font-style:italic">TESOL Quarterly</span><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">,

<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;font-style:italic">53<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">(3), 895–905.

</span><a href="https://doi.org/10.1002/tesq.517"><span style="font-size:12pt;font-family:'Times New Roman';color:#1155cc;font-weight:400;text-decoration:underline;text-decoration-skip-ink:none">https://doi.org/10.1002/tesq.517</span></a></p>

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<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">Tian, Z. & Shepard-Carey, L. (2020). (Re)imagining the future of translanguaging pedagogies in TESOL through teacher–researcher collaboration.

<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400;font-style:italic">TESOL Quarterly, 54<span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400">(4), 1131-43.

</span><a href="https://doi.org/10.1002/tesq.614"><span style="font-size:12pt;font-family:'Times New Roman';color:#1155cc;font-weight:400;text-decoration:underline;text-decoration-skip-ink:none">https://doi.org/10.1002/tesq.614</span></a><span style="font-size:12pt;font-family:'Times New Roman';color:#000000;font-weight:400"> </span></p>

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<p style="margin-top:0px; margin-bottom:0px"><span style="font-family:Calibri,Helvetica,sans-serif; font-size:11pt">Jessie H. Curtis, Ph.D.</span></p>

<p style="margin-top:0px; margin-bottom:0px"><span style="font-family:Calibri,Helvetica,sans-serif; font-size:11pt">Coadjutant</span></p>

<p style="margin-top:0px; margin-bottom:0px"><span style="font-family:Calibri,Helvetica,sans-serif; font-size:11pt">Rutgers English Language Institute</span></p>

<p style="margin-top:0px; margin-bottom:0px"><span style="font-family:Calibri,Helvetica,sans-serif; font-size:11pt">School of Arts & Sciences, Rutgers New Brunswick</span><br>

<span style="color:black; font-size:11pt; font-family:Calibri,Helvetica,sans-serif">Chair,</span><span style="color:black; font-size:11pt; font-family:Calibri,Helvetica,sans-serif"> </span><a href="https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.tesol.org%2Fadvance-the-field%2Fresearch&data=04%7C01%7Cjessie.curtis%40gse.rutgers.edu%7C1c0c547658114c11903608d8a20f9e21%7Cb92d2b234d35447093ff69aca6632ffe%7C1%7C0%7C637437535275615984%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=Ipo0222RDTn3ZEZRvC6vmhdzpZL%2FcMwj%2BHCAi4UWvP0%3D&reserved=0" target="_blank" rel="noopener noreferrer" title="Original URL: https://www.tesol.org/advance-the-field/research. Click or tap if you trust this link." style="font-size:12pt"><span style="font-family:Calibri,Helvetica,sans-serif; font-size:11pt">TESOL

 Research Professional Council</span></a><span style="color:black; font-size:11pt; font-family:Calibri,Helvetica,sans-serif"> </span></p>

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<div><span style="color:rgb(0,0,0); font-family:Calibri,Helvetica,sans-serif; font-size:11pt">Read my work here <a href="https://www.researchgate.net/profile/Jessie-Curtis">Jessie Hutchison Curtis (researchgate.net)</a> and here,

<a href="https://www.multilingual-matters.com/page/detail/Preparing-Teachers-to-Work-with-Multilingual-Learners/?k=9781788926096" title="https://www.multilingual-matters.com/page/detail/Preparing-Teachers-to-Work-with-Multilingual-Learners/?k=9781788926096">

Preparing Teachers to Work with Multilingual Learners</a> </span></div>

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