Conference Agenda
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99 ERC SES 04 J: From teacher knowledge to teaching practice
Paper Session
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99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper Action Research (AR) in Second Language Teaching: From Models of Implementation to Inference Construction International Steppe School of Astana by NIS, Kazakhstan Presenting Author:I am a teacher of the Kazakh language, and my research focuses on teaching Kazakh as a second language. The findings of this study are expected to be applicable beyond the Kazakh context and relevant to the teaching of other languages as second or foreign languages in international educational settings. One of the major challenges in second-language instruction is developing higher-order analytical and reasoning skills. In particular, learners often experience difficulties in:
These skills are closely linked to contemporary educational demands, especially those related to critical thinking, argumentation culture, evidence-based reasoning, and academic communication. Therefore, this research is significant for developing students’ functional literacy and research competence. In response to these challenges, this study employed Action Research (AR) as a methodological approach. The research presents the results of an action research project conducted in a real classroom setting. The research question was formulated based on a diagnostic entry questionnaire and structured around students' actual learning needs. The central aim of the study was to develop students’ inference-making skills through the use of Toulmin’s Model of Argumentation. Prior to the implementation of the research, the following research question was formulated: How does analysing texts through Toulmin’s Model of Argumentation contribute to the development of students’ inference-making skills? The study was conducted with sixth-grade students. Given the learners’ age and cognitive characteristics, it was necessary to identify the most effective argumentation model before selecting appropriate research instruments. Toulmin’s Model of Argumentation was chosen as the theoretical foundation of the study, as it provides a clear logical structure for constructing arguments based on the sequence of analysis, justification, and evaluation. After reviewing and comparing various argumentation models, I concluded that Toulmin’s model is particularly effective in second-language learning contexts. To ensure age-appropriateness and pedagogical accessibility, the original six components of Toulmin’s model were simplified to a four-stage version and presented as a graphic-based organiser. This adaptation allowed students to engage in the argumentation process without cognitive overload, while maintaining logical coherence and analytical depth. This research aligns with current international and European educational trends for several reasons. First, argumentation and evidence-based reasoning are core competencies in international educational frameworks, including assessment and teaching systems such as the International Baccalaureate (IB). Second, the ability to articulate well-supported arguments is essential for engaging with global issues such as global citizenship, environmental responsibility, and sustainable development. Third, the study's instructional content was linked to an environmental topic (“Environmental Pollution”), which is a globally relevant and internationally significant issue.
Methodology, Methods, Research Instruments or Sources Used The results of the VARK questionnaire, which determined students' preferred learning modalities, guided the selection of instructional resources within the Action Research (AR) framework. Listening texts were chosen as the main teaching resource because 10 out of 13 students preferred auditory learning. Gardner’s Multiple Intelligences questionnaire helped form student pairs for the research lesson. Digitally active students often limited their peers’ participation, according to peer-review feedback. To balance interaction, two digitally active learners, who were kinaesthetic and interpersonal types, were paired together. In the class, four students showed strong linguistic intelligence, while seven demonstrated visual-spatial intelligence. Vocabulary practice took place through “LearningApps”, where students matched images to meanings using touch-based tasks. Since these learners responded better to visual input, listening activities included true/false questions and a post-listening task: completing a graphic-based organiser called “Model of Argumentation.” To assess students’ ability to identify a problem and support their ideas with evidence, the lesson began with a discussion of a problem-based image. Students then used 12 new vocabulary words they learned through “LearningApps” to complete a “Model of Argumentation.” They reinforced this understanding with a sentence-building task. Vocabulary work included peer assessment using a student-created answer key, allowing learners to check model answers and justify their own responses. The listening portion featured six “true/false” statements to aid comprehension and connect to later activities. Students reused the four true statements while completing the model of argumentation. Differentiation was implemented with paraphrased, more complex items for higher-proficiency students and simplified versions for those with lower proficiency. Self-assessment involved comparing answers with the key displayed on the board. After the listening exercise, students used the visual “Model of Argumentation” in paired speaking through the “Circle” method. This approach supported evidence-based conclusions. Clear criteria guided their work: identify the main issue, list three causes, provide three arguments for its importance, suggest two solutions, and justify them. Peer assessment was facilitated by an IB-aligned rubric with descriptions of achievement levels. Overall, lesson objectives focused on research goals, and feedback from peer reviews shaped the planning process. Additional assessment tools, such as “Who Is Faster?”, “Correct Answers Marathon” and a checklist were used to strengthen critical thinking and evidence-based argumentation. Conclusions, Expected Outcomes or Findings Based on an evaluation of the effectiveness of Toulmin’s Model of Argumentation in developing speaking skills and a synthesis of the research findings, the following conclusions were drawn: taking students’ motivational profiles and intelligence types into account when selecting instructional resources and teaching strategies; applying Toulmin’s Model of Argumentation in the analysis of reading or listening texts; presenting the Argumentation Model as a graphic-based organiser and using it as a preparatory tool for speaking activities; providing assessment sheets with criteria and rubrics in the form of possible or model responses; offering grammar- and keyword-supported cards tailored to students’ proficiency levels. Throughout this research, I examine students’ ability to use the Model of Argumentation in speaking tasks, its effectiveness for learners across different proficiency levels, and the extent to which students can generate their own inferences by drawing on structured arguments. The findings will be used to refine classroom practice and to inform professional sharing of the approach within the school/community of practice. Using an IB-aligned rubric and framing argumentation around an environmental issue provides a transferable structure, supporting the approach's adaptation and potential applicability in international educational contexts. References 1. Toulmin, S. E. (2003). The Uses of Argument. Cambridge: Cambridge University Press. 2. Gardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. 3. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. 4. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. 5. Twig Bilim. (2025). «Environmental Pollution: Earth» (audio-visual listening resource). 6. LearningApps.org. (2025). Interactive learning activities 7. International Baccalaureate (IB). (2018). MYP: From principles into practice. International Baccalaureate Organization. 8. Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson. 9. McNiff, J. (2013). Action Research: Principles and Practice. London: Routledge. 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper Bridging Theory and Practice: Strengthening Coherence to Foster Informed Pedagogical Decisions in EFL Pre-Service Teacher Education Pontificia Universidad Católica de Chile, Chile Presenting Author:This project aims to explore the perceptions of teacher educators (TEs) working in a Chilean English as a Foreign Language teacher education program regarding the alignment between Practicum and Didactic courses. The study addresses two main theoretical areas: communities of knowledge in English Language Teaching (ELT) and the relationship between theory and practice in teacher education. The importance of communities of knowledge in English Language Teacher Education (ELTE) lies in their determination of what constitutes worthwhile knowledge in ELT. Examining the perceptions of this specific group of teacher educators will allow for description of what counts as knowledge for this community and how this community thinks and works. This is particularly relevant because the description of what counts as knowledge for TEs is bound to influence their actions and discourse when teaching. Johnson and Golombek (2018) emphasize that attention to the knowledge-base in ELT is crucial to prepare pre-service teachers (PST) for an increasingly diverse and unequal globalized world. Drawing from Vygotskyan perspectives, ELT pedagogy must provide opportunities where PST can internalize academic concepts about ELT in day-to-day activities in classrooms so they can re-structure their understandings. Regarding the relationship between theory and practice, Barahona et al. (2025) identify an important gap between what TEs report about their work and what they actually do. While Yuan (2017) suggests that modelling can become a useful strategy to bridge this gap, Korthagen (2010) argues that there is no single answer to solve this perennial dilemma, noting particularly the scarcity of evidence from insiders' perspectives. Therefore, this study contributes to the scarce existing research with valuable insiders' perspectives about the relationship between theory and practice. The main focus of this study comprises insiders—teacher educators working in two specific areas: Practicum and Teaching and Learning courses (both Primary and Secondary). What remains insufficiently examined is how teacher educators in didactic courses perceive the alignment between their instructional expectations and what practicum tutors observe in pre-service teachers' actual classroom practice. This gap in the literature is particularly significant given the potential disconnect between what is taught in university settings and what is enacted in authentic classroom contexts. Understanding these different perspectives—from didactic course instructors and practicum supervisors—can illuminate how teacher education programs can strengthen the connection between theoretical preparation and context-bound pedagogical decision-making. This understanding is essential because examining the perceptions of this specific group of teacher educators will allow for description of what counts as knowledge for this community—descriptions that are bound to influence their actions and discourse when teaching. The general objective is to explore teacher educators' perceptions on the alignment between Practicum and Teaching and Learning courses in this EFL teacher education program. Three specific objectives guide this inquiry: (1) to describe the perceptions of teacher educators about their work and what they report about their practices and responsibilities; (2) to analyze the perceptions of teacher educators in practicum courses regarding the coherence between instructional expectations taught in university-based didactic courses and the pedagogical decisions enacted by pre-service teachers in school placements; and (3) to analyze the perceptions of teacher educators in didactic courses regarding this same coherence. The outcomes of this project will provide useful insights that will allow primarily to describe what teachers report, examine their perceptions, and understand individual and collective practices that can illustrate the level of alignment in these two areas. An additional aspect to consider is the potential benefits of the findings in the redefinition or adjustments of these courses' programs. The primary contribution of this research bridges the academic preparation of future EFL teachers and the practical realities they face in the classroom, ultimately ensuring that TEs support the learning process of pre-service teachers by providing them with the necessary skillset to make informed pedagogical decisions directly responsive to their future students' learning needs in school settings. Methodology, Methods, Research Instruments or Sources Used This study follows an exploratory qualitative research design seeking to illuminate teacher educators' and practicum tutors' perceptions on the alignment between didactic and practicum courses. The study employs audio journals as the primary data collection method (Verma, 2021; Moretti, 2025). Participants will be provided with detailed instructions on recording audio journal entries, including a thematic list of prompts aligned with research objectives while maintaining sufficient flexibility for participants to explore their thoughts and experiences authentically. The audio journal method requires thoughtful relationship management between researchers and participants, with researchers performing a facilitative role to support and prompt participants while empowering them to use the tool in ways that suit their individual needs. The research process follows a three-stage design informed by established audio diary protocols. Stage one comprises entrance meetings with participants to sensitize them to the research scope and process, provide operational guidance about recording and submitting entries, and establish supportive relationships. Stage two involves the audio journal recording period spanning approximately three months, with participants asked to submit entries weekly or bi-weekly. Participants will receive structured prompts designed to guide reflection on key themes related to alignment between university coursework and practicum experiences. Throughout this phase, researchers will provide unobtrusive support through weekly messages offering brief encouragement and reminders. Stage three comprises exit interviews conducted after participants complete their audio journal submissions, providing platforms for participants to review their data, offer feedback about the audio journal method, and enable researchers to clarify any transcription issues while allowing participants to reflect further on their experiences. Data analysis will follow thematic analysis examining both cross-sectional themes across all participants and longitudinal patterns within individual participants' journeys. This process will employ Computer-Assisted Qualitative Data Analysis Software (CAQDAS). The critical aspect of analyzing audio journal data is embracing time as part of the analysis, considering how participants' experiences, thoughts, and feelings change over the recording period. Analysis will follow an open coding process with maximum flexibility, fragmenting data to derive properties and creating a taxonomy of concepts and categories while maintaining attention to the longitudinal dimension. Participants include teacher educators teaching didactic and practicum courses in this teacher education program. Purposive sampling will ensure diversity in perspectives and experiences. Participation will be voluntary with informed consent, and data will be anonymized and stored securely. Conclusions, Expected Outcomes or Findings This research makes contributions to English language teacher education by establishing evidence-based understanding of alignment between Practicum and Didactic courses. By examining these perceptions, the study provides insights that inform adjustments to practices, offering more cohesive preparation for pre-service teachers in this teacher education program. The primary contribution bridges the academic preparation of future EFL teachers and the practical realities they face in classrooms. This aims to ensure that TEs support the learning process of pre-service teachers and their work in classrooms by providing them with skillsets to make informed pedagogical decisions responsive to their future students' learning needs. A key benefit to the school context is providing this community with evidence-based insights to guide future curricular and pedagogical improvements. The results will contribute practical knowledge to both disciplinary didactic courses and practicum workshop sessions, allowing them to address issues regarding theory-practice alignment based on empirical data. This focus is essential for ensuring that future teachers receive integrated preparation where teaching theories and context-bound pedagogical decisions co-exist effectively to maximize student learning. While the study's central theme is alignment between coursework and practice, supporting pre-service teachers in making informed decisions contributes to developing their agency and professional identity. The ability to select teaching approaches based on known teaching theories and context represents relevant benefits this research may help illuminate. This approach is expected to advocate for more inclusive and equitable classrooms where linguistic diversity is welcomed. By studying these didactic-practicum connections, the researchers aim to strengthen how pedagogical content knowledge is developed and enacted, providing a model for how pre-service teachers can be better supported during their formative years. The findings will inform conversations about future curricular changes in the program and contribute to broader discussions in EFL teacher education contexts. References Barahona, M. Darwin, S., Ibaceta-Quijanes, X. (2025) Do EFL Teacher Educators “Practice What They Preach”? Tensions in the Situated Teaching Practices of EFL Teacher Educators. TESOL Quarterly. https://doi.org/10.1002/tesq.70006 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. Johnson K, & Golombek, K. (2018) Informing and transforming language teacher education pedagogy. Language Teaching Research. Vol. 24(1) 116–127 Korthagen, F.A.J. (2019) The Relationship Between Theory and Practice in Teacher Education. In Peterson, P. Baker, E. & McGaw B. (Eds) , International Encyclopedia of Education (2010), vol. 7, pp. 669-675. Ofxford Elsevier. Moretti, V. (2025). Recording solo: Managing long-distance data collection within audio diary research with healthcare professionals. Qualitative Sociology Review, 21(3), 72-90. Verma, A. (2021). Using audio-diaries for research and education: AMEE Guide No. 144. Medical Teacher, 43(12), 1346-1352. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Yuan, R. (2017) “Practice What I Preach”: Exploring an Experienced EFL Teacher Educator's Modeling Practice. TESOL Quarterly (52)2. Pp. 414-425 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper Exploring Translanguaging Strategies in CLIL: A Study of Student Teachers in Post-Primary Subject Teaching Maynooth University, Ireland Presenting Author:Background Ireland has become linguistically diverse in recent decades due to ongoing immigration. Between 2012 and 2022, nearly 400,000 people moved to Ireland, and by 2022, over 751,000 residents indicated that speaking a language other than English or Irish at home (Central Statistics Office, 2023). The arrival of Ukrainian families brings about 17,000 Ukrainian pupils into the system by 2023 (Department of Education, 2023). As a result, plurilingual learners are now a central part of everyday schooling. Although programmes like Languages Connect, more foreign language assistants and Polish and Lithuanian curriculum options indicate people are becoming more aware of diversity (Department of Education and Skills, 2019), classroom practice remains influenced by an English- and Irish-only tradition. State examinations reinforce this practice, leaving little room for students to draw on their home languages in learning (Ó Duibhir, 2018). Research shows that teachers often feel underprepared in supporting newcomer students (Smyth et al., 2009), and many plurilingual learners feel their languages are undervalued in school (García & Li, 2014). Research in Ireland highlights the complex consequences of these monolingual structures. Byrne (2010) shows that schools with many newcomer learners face pressures within a monolingual assessment system. Kirwan (2016) demonstrates the potential of plurilingual approaches supported by the European Language Portfolio and CEFR benchmarks. Importantly, teacher education literature from other multilingual contexts also reinforces the need for explicit preparation. Hansen-Pauly (2014), writing from the Luxembourg context, argues that even highly proficient student teachers often lack the professional linguistic awareness needed to support students’ learning in multilingual classrooms. She emphasises that subject teachers must understand how language shapes knowledge construction, how learners draw on their full repertoires and how interaction, scaffolding and mediation influence learning processes. Theoretical Framework This study is grounded in Cummins’ Common Underlying Proficiency and Interdependence Hypothesis, which explains how skills transfer across languages and why learners require support to develop academic language (Cummins, 2000). His distinction between Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) is particularly relevant, as EAL learners’ conversational fluency is often misinterpreted as full academic proficiency (Cummins, 2008). The Companion Volume to the CEFR (2020) views learners' languages as elements of a single, flexible repertoire and recognises translanguaging as a form of pedagogical scaffolding. This aligns with the view that plurilingual pedagogy requires using students’ linguistic resources in learning. Within the framework of Content and Language Integrated Learning (CLIL), translanguaging aligns with models such as the CLIL Triptych and the 4Cs framework (Coyle et al., 2005; 2010), which emphasise the integration of content, communication, cognition and culture. Hansen-Pauly’s (2014) concept of the “language-sensitive teacher” further informs the study, showing the need for teachers to notice, analyse and use language intentionally to support subject learning. Research Questions Addressing the limited research on translanguaging in Irish post-primary education (Ó Duibhir, 2018), this study focuses on second-year student teachers in the Professional Master of Education programme and asks:
International Relevance Multilingual classrooms are becoming worldwide, and many education systems face the same tensions between traditional monolingual structures and diverse learner needs. Wales offers an example of national-level integration of translanguaging through the work of Thomas and colleagues (2022), showing how system-wide commitment can support classroom practice. Insights from the Irish context will therefore contribute to international discussions on multilingual learning and the preparation of future teachers. Methodology, Methods, Research Instruments or Sources Used This study adopts a mixed-methods research design to explore how second-year student teachers in the Professional Master of Education (PME) programme understand and implement translanguaging strategies within the CLIL framework. Drawing on Creswell and Plano Clark’s (2017) mixed-methods principles and Bryman’s (2016) guidelines for rigorous data integration, the study combines quantitative and qualitative tools, including surveys, workshops, self-observation, focus groups, and interviews. The research is organised into two phases: a pilot study and a main study. All participants are second-year student teachers in the PME programme at Maynooth University in Ireland. As part of their school placement, they taught in post-primary schools for the first three days each week. Phase 1: Pilot Study The pilot involved 23 second-year PME student teachers enrolled in the Advanced Methods CLIL module. Twenty of them completed a preliminary version of the survey, designed to assess the preparedness of student teachers in supporting plurilingual learners and EAL learners, and how they think the initial education programme supports them, on 6th November 2025. Following this, participants attended a one-hour workshop introducing key theoretical concepts about the translanguaging and CLIL on 13th November. The purpose of the pilot phase was to assess the clarity and structure of the survey items and workshop activities, enabling refinement before the implementation of the main study. Phase 2: Main Study The revised survey was then distributed to all second-year PME student teachers on 28th November, resulting in 22 responses. All students will participate in a one-hour workshop, which introduces practical translanguaging strategies suitable for post-primary classrooms in February 2026. From this cohort, six to eight volunteer participants will be recruited in a ten-week intervention during their school placement. Throughout the intervention period, these participants will implement translanguaging strategies in their subject teaching. They will maintain self-observation logs documenting their reflections, challenges when using these strategies. To complement these individual reflections, three focus group discussions will be conducted. These sessions will create opportunities for sharing their experiences and peer support. At the conclusion of the placement, the volunteer participants will participate in a semi-structured interview, allowing for an in-depth exploration of their experiences of using translanguaging strategies. A post-intervention survey will also be administered to capture any changes in beliefs, confidence, and classroom practices. This mixed-methods design enables triangulation of data, supporting an understanding of how student teachers engage with translanguaging pedagogies in real classroom contexts. Conclusions, Expected Outcomes or Findings Preliminary Findings and Expected Outcomes The preliminary survey findings received from the 20 student teachers enrolled in the Advanced Methods CLIL module show that PME second-year student teachers generally hold positive attitudes towards translanguaging and CLIL and demonstrate a great openness to recognising and valuing learners’ home languages in the post-primary subject classroom. However, their confidence and actual classroom practices are still developing, and do not yet fully match their positive attitudes. At the same time, they expressed a strong desire to learn how to integrate language support into their subject teaching. The study aims to expand the field of translanguaging research by providing empirical evidence from the Irish post-primary school context, an area where research remains limited. This study will also provide insights into the perceived advantages and obstacles of applying translanguaging within the CLIL framework in post-primary subject content classrooms, including structural limitations, assessment demands, and insufficient professional preparation. From the student teachers’ perspectives, this research addresses a significant gap in the initial teacher literature. By bridging the translanguaging theory and classroom practice, this study aims to provide evidence-based tools for teacher education, including practical translanguaging strategies, inclusive classroom approaches and pedagogical examples. These tools are expected to support both the student teachers and the in-service teachers in implementing translanguaging strategies within the CLIL framework. Ultimately, the study seeks to enhance the student teachers’ capacity to draw on both the learners’ linguistic and cultural repertoires to scaffold the content and language learning of plurilingual and EAL learners, promoting more inclusive and effective subject learning across post-primary education. References Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Bryman, A. (2016). Social Research Methods (5th ed.). London: Oxford University Press. Byrne, D., McGinnity, F., Smyth, E., & Darmody, M. (2010). Immigration and school composition in Ireland. Irish Educational Studies, 29(3), 271-288. Central Statistics Office. (2023). Census 2022 summary results. Dublin: CSO. Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage Publications. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters. Department of Education. (2023). Ukrainian pupils in Irish schools: Data report. Dublin: Government of Ireland. Department of Education and Skills. (2019). Annual report on Languages Connect and Gaeltacht School Recognition Scheme. Dublin: Government of Ireland. García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. London: Palgrave Macmillan. Hansen-Pauly, M. (2014). Sprachsensibler Fachunterricht: Sprachbildung im Kontext von Mehrsprachigkeit und Fachlernen. Münster: Waxmann. Kirwan, D. (2016). Cultivating plurilingual environments in primary schools: Examples from Ireland. International Journal of Bilingual Education and Bilingualism, 19(2), 1–19. Ó Duibhir, P. (2018). Immersion education: Lessons from a minority language context. Clevedon: Multilingual Matters. Smyth, E., Darmody, M., McGinnity, F., & Byrne, D. (2009). Adapting to diversity: Irish schools and newcomer students. Dublin: ESRI. Thomas, E. M., Siôn, C. G., Jones, B., Dafydd, M., Lloyd-Williams, S., Tomos, R., Lowri Jones, L. M., Jones, D., Maelor, G., Evans, R., & Caulfield, G. (2022). Translanguaging: A quick reference guide for educators. Aberystwyth University & Bangor University / Welsh Government. | ||