It is research that informs my teaching practices, while my classroom teaching is a research field that inspires new research questions and problem statements guiding me to adopt evidence-based methodologies.

In many educational contexts, teaching and research are seen as two distinct areas of expertise, i.e., the one who teaches is admired for delivering lectures, designing curriculum, and crafting effective assessment and the one who excels in research is recognized for their rigorous contributions through publications. This divide can lead to a perception that teachers and researchers excel in one area at the expense of the other. I was under the same impression for a long time thinking that I am only a teacher. The word “research” was synonymous with a “challenge” that I am not prepared for and “uncertainty” I cannot deal with. Different courses in the LTS program addressed this divide and opened discussion for bridging it effectively. It introduced me to “language teaching research” which informed me about methods for researching language classrooms (McKinley & Rose, 2020; Ellis, 2012). I realized that “research” is, in fact, one of the core beliefs in my teaching philosophy. As a curious teacher, I see a learner in me who is constantly seeking learning possibilities to grow and share with others. These are not two seperate goals but rather interconnected elements in education. It is research that informs my teaching practices, while my classroom teaching is a research field that inspires new research questions and problem statements guiding me to adopt evidence-based methodologies. The courses in LTS made this integration of research into teaching very evident. In this reflection essay, I present three artifacts that highlight my engagement with research activities within the field of language teaching.

Final Paper 611 .pdf

LT 611 - Action Research

In between Translanguaging and Hybrid Identities: Heritage Language Learners’ Perspectives

For the course LT 611, I collaborated with my peer, Iris Lai, to conduct research that we compiled in the form of a research brief titled In between Translanguaging and Hybrid Identities: Heritage Language Learners’ Perspectives. Applying theoretical framework of translanguaging (Garcìa, 2009), this mixed-method study engaged with heritage language learners to explore their perceptions toward translanguaging and hybrid identities. To gather quantitative data, we distributed surveys to adult heritage language learners by reaching out to language centers and language programs in different universities in the U.S. Complementing our quantitative findings, qualitative analysis played a key role. We invited three heritage learners for interviews who gave us an in-depth view of their concerns about the potential substrative effects of translanguaging and shared their perspectives on navigating hybrid identities. Engaging in action research (Burns, 2009) through LT 611 was a rewarding experience that sparked my interest in collaborating more and bridging academic theory with the real-life concerns of learners. As action research is defined as, “a research approach which frames teaching and learning as situated social practices wherein reflection, on the part of the main teaching and learning actors, is crucial to identify issues that affect such practices” (Benegas & Cansoli, 2020, p. 176-177). This project particularly reinforced my commitment to learning as an educator to create an impact in language education.

LING 530 - Research Methods for Applied Linguistics

Digital translanguaging and hybrid identity: An Exploratory Netnography of Linguistic Choices of Pakistani Vloggers in Digital Space

For the course LT 530, Research Methods for Applied Linguistics, my final research proposal titled, Digital translanguaging and hybrid identity: An Exploratory Netnography of Linguistic Choices of Pakistani Vloggers in Digital Space, proved instrumental in showing me research possibilities such as ethnography and netnography. Netnography, as a form of ethnography, is defined as, an approach that is conducted entirely through using online platforms (Kozinets, 2010). In this proposal, I focused on the digital translanguaging practices of two Pakistani young vloggers, Irfan Junejo and Anushae Khan, on the social media platform Instagram. The study aimed to analyze how these influencers navigate their linguistic identities, particularly in the multilingual context of Pakistan in the contemporary digital age. I combined qualitative research methods such as the content analysis method with online platforms as a contemporary mode of information. This not only expanded my understanding of digital media as a means of information and communication but also raised ethical awareness in me during data collection methods such as “respect for persons, yielding optimal benefits while minimizing harm, and justice” (De Costa, et al., 2020, p. 122)

Final Research Proposal - Halima.docx

Article Critique SLA.docx

LT 544 - Second Language Acquisition

Research Article Critique

For the course LT 544, Second Language Acquisition (SLA), one of our assignments engaged us in critically analyzing a research paper and writing a critique of an article of our interests. In my critique of, “Looking ahead: Future directions in, and future research into, second language acquisition” by Larsen-Freeman (2018), I focused on understanding the problem statement, research methods, framework, and overall structure of the article

The key take-away from this article is that it identifies language teachers and researchers as prospective audiences to address the inequalities, indifferences, and injustices associated with the language learning process. While there were no surprises in this study, there was information to be learned and it contributed to my understanding by challenging the most popular beliefs and bringing research-informed implications into my vision. I found this article interesting and decided to study because of my interest in language justice and the importance of addressing social issues within the context of language learning. Reading this article with annotations was helpful for me in critically engaging with academic literature and understanding the theoretical framework of Larsen-Freeman whose research informs pedagogical practices and policy in the field of language education.

When I reflect on all these experiences of engaging myself in academic research activities throughout the LTS program, one of my biggest takeaways is that teaching itself is an evidence-based research experience, and a teacher is a learner and researcher. Teaching, in fact, is a dynamic and iterative process that demands an ongoing research and evidence. However, what is often missing in various contexts are professional development opportunities that prepare teachers to make decisions about what, when, and how to use and do research.

References

Burns, A. (2009). Action research in second language teacher education. In The Cambridge guide to second language teacher education, 289-297.

De Costa, P. I., Lee, J., Jima, R., & Li, W. (2020). Ethics in applied linguistics research. In McKinley, J., & Rose, H. (Eds.), The Routledge handbook of research methods in applied linguistics. Routledge, 122-130.

Ellis, R. (2012). Language Teaching Research and Language Pedagogy. Malden, MA: John Wiley and Sons. DOI: http://dx.doi.org/10.1002/9781118271643

Kozinets, R. V. (2010). Netnography: Doing netnographic research online. Thousand Oaks, CA: SAGE.

Larsen‐Freeman, D. (2018). Looking ahead: Future directions in, and future research into, second language acquisition. Foreign Language Annals, 51(1), 55-72.

McKinley, J., & Rose, H. (Eds.). (2020). The Routledge handbook of research methods in Applied Linguistics. Routledge

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