Action Research Communities for Language Teachers

Angela Gallagher-Brett, Christine Lechner

• Publisher: Bloomsbury Academic
• Year: 2026
• Edition: 1
• eBook ISBN:
  9781350543423
• Topic: Education
• Subtopic: Education General

How can teachers and teacher educators enact positive change in their working environments? How can they develop professional learning communities? How can they support educational policies on intercultural competence, multilingualism and plurilingualism while improving students' language skills? This inspiring collection gives clear and practical advice on how action research can help achieve all of those goals, from primary through secondary, higher and adult education settings.

Action Research Communities for Language Teachers, funded by the European Centre for Modern Languages of the Council of Europe, collects practical first-hand accounts of action research projects, with a shared focus on practical, replicable advice and achievable results. Readers can use these examples to develop small, evidence-based interventions that address their own common challenges and concerns. Spanning fourteen European countries and a similar range of taught languages, these real-life examples of shared problem-solving and collaboration are a crucial contribution to the theory and practice of language teaching and teacher education.

Table of contents

• Cover
• Half Title
• Series Page
• Title Page
• Copyright Page
• Contents
• Figures
• Editors and Contributors
• Foreword
• Acknowledgements
• Abbreviations
• Introduction
• Chapter 1: Action Research Communities for language teachers: Our approach
• Chapter 2: Sustainable teacher development through conducting action research
• Chapter 3: Reflective pedagogies and action research in English language teaching: Examples from practice in Bosnia and Herzegovina
• Chapter 4: Action Research Communities in Montenegro – from the organizer’s perspective
• Chapter 5: An action research study in five EFL primary schools in Montenegro: Enhancing students’ speaking skills
• Chapter 6: Action research on integrated lessons: Student and teacher perspectives on integrated teaching and its impact on learning
• Chapter 7: Enhancing novice English language teachers’ speaking skills instruction: An action research study in EFL primary school classrooms in Montenegro
• Chapter 8: Action research on the observation of linguistic input quality in scenario-based German as a second language teachi g
• Chapter 9: Establishing an action research community to develop language teaching: A case study from Armenia
• Chapter 10: A series of Action Research Communities workshops for Swedish language teachers – a report from the organizers’ pe spective
• Chapter 11: Intercultural learning in language teaching – a teacher’s perspective
• Chapter 12: Enhancing multilingual approaches to language learning and teachers’ professional development through action resea ch projects in Norway
• Chapter 13: ‘I think AR is feasible, but not enough teachers know the method . . .’: Experiences with action research ‘training and consultancy’ in Denmark
• Chapter 14: Action research as professional development for teachers working with adult learners in Luxembourg’s trilingual co text in the language classroom
• Chapter 15: Action research as part of language teachers’ professional development: Challenges in the Icelandic context
• Chapter 16: Developing whole-school Professional Learning Communities in action research : Language teachers take the initiative at Kuršėnai Laurynas Ivinskis Gymnasium, Lithuania
• Chapter 17: Engaging learners of the Irish language at primary level in Ireland: Exploring participatory action research as a methodology to support language education in endangered or minority language settings
• Conclusion
• Index