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Inclusivity and Sustainability in Language Practitioner Researcher Development: A Sociocultural Ecological Framework

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Title: Inclusivity and Sustainability in Language Practitioner Researcher Development: A Sociocultural Ecological Framework
Language: English
Authors: Emily Edwards (ORCID 0000-0002-5865-5670), Anne Burns
Source: Language Teaching Research. 2025 29(8):3237-3257.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Inclusion, Sustainability, Teacher Researchers, Language Teachers, Educational Research, English (Second Language), Second Language Instruction, Foreign Countries, Foreign Students, Higher Education, Faculty Development, Action Research, Models, Environmental Influences, Intensive Language Courses, Teacher Attitudes, Sociocultural Patterns, Ecology
Geographic Terms: Australia
DOI: 10.1177/13621688241250363
ISSN: 1362-1688
1477-0954
Abstract: Transformative practitioner research enables teachers to create or contribute to their own knowledge base. Recently, this research field has flourished, with numerous studies exploring how practitioner researchers develop knowledge, agency and identities, particularly through action research (AR) and exploratory practice (EP). Despite important work on the content or outcomes of language practitioner researcher development (LPRD), there is less conceptualization of how LPRD is manifested in relation to environments where language practitioners work. In this contribution to the special issue on inclusive practitioner research, we draw on sociocultural and ecological systems theories to present a framework for understanding what enables LPRD to flourish in terms of sustainability and inclusivity. Our framework considers how sustainability through inclusion can be achieved within micro, meso and macro ecological systems, and how these systems interrelate. We exemplify our framework using illustrations of individual teachers and their interactions with a specific AR program and their institutions. While we focus on AR, this framework may apply to EP and other forms of practitioner research which strive for inclusive LPRD. We conclude with practical implications for teacher educators and professional development coordinators about fostering inclusive LPRD within institutional environments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491670
Database: ERIC
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  Data: Inclusivity and Sustainability in Language Practitioner Researcher Development: A Sociocultural Ecological Framework
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  Data: <searchLink fieldCode="AR" term="%22Emily+Edwards%22">Emily Edwards</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5865-5670">0000-0002-5865-5670</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anne+Burns%22">Anne Burns</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2025 29(8):3237-3257.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 21
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Researchers%22">Teacher Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Action+Research%22">Action Research</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Intensive+Language+Courses%22">Intensive Language Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+Patterns%22">Sociocultural Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Ecology%22">Ecology</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1177/13621688241250363
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
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  Data: Transformative practitioner research enables teachers to create or contribute to their own knowledge base. Recently, this research field has flourished, with numerous studies exploring how practitioner researchers develop knowledge, agency and identities, particularly through action research (AR) and exploratory practice (EP). Despite important work on the content or outcomes of language practitioner researcher development (LPRD), there is less conceptualization of how LPRD is manifested in relation to environments where language practitioners work. In this contribution to the special issue on inclusive practitioner research, we draw on sociocultural and ecological systems theories to present a framework for understanding what enables LPRD to flourish in terms of sustainability and inclusivity. Our framework considers how sustainability through inclusion can be achieved within micro, meso and macro ecological systems, and how these systems interrelate. We exemplify our framework using illustrations of individual teachers and their interactions with a specific AR program and their institutions. While we focus on AR, this framework may apply to EP and other forms of practitioner research which strive for inclusive LPRD. We conclude with practical implications for teacher educators and professional development coordinators about fostering inclusive LPRD within institutional environments.
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  Data: 2026
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      – SubjectFull: Sustainability
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      – SubjectFull: Teacher Researchers
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