How can published foreign language research change your classroom?

In my role as Editor of Foreign Language Annals, I have been asked a number of questions about the importance of research and the value of scholarly publication in general. These questions seem to reveal a lack of awareness on the part of many in our profession about the nature and role of research, especially the research that leads to publication in scholarly journals and books. Since I see this lack of awareness as a general trend, I would like to use this forum to answer some of the questions that I have been asked about research.

What is the objective behind the “publish or perish” policy in post-secondary institutions?

While the major goal of K-12 education is to transmit knowledge, the major goal of most post-secondary institutions is to expand knowledge. In other words, university faculty members not only transmit knowledge by teaching, but they also engage in research to expand the knowledge base in their area of specialization. This research is then disseminated to other scholars in the same field through conference presentations, scholarly articles, books and other publications.

All I want to do is be a good teacher. Why do I need to understand current research?

There is widespread agreement that all instructors should teach the most up-to-date knowledge available in their field and that they should utilize the most advanced methods and techniques to teach that knowledge base. Thus, the connection between research and teaching should be obvious: solid background in a subject matter area stems from knowledge of current information about the field. One of the most effective ways for teachers at all levels to increase their knowledge base of the subject matter and current pedagogy is to read scholarly articles and attend conference presentations. It is imperative that teachers at all levels understand the importance of keeping abreast of current research in their field in order to obtain the theoretical background to make informed curricular and pedagogical decisions.

I am often intimidated by journal articles that contain a lot of statistics and heavy data. Is there a way for me to understand these articles easily and then relate them to my teaching?

A close reading of the title of the article, the abstract, and the conclusion should provide most readers with the essence of the article and its important findings. After reading through these sections, it would be helpful to reflect on the implications of these research findings for the classroom. The research can then relate to teaching by focusing on how this new information could be used to design curriculum, to prepare lesson plans, to focus on student needs, or to add to one’s knowledge of the field.

With all these journals and publications, are there still areas in foreign language education that need to be explored?

The field of foreign language education is in great need of new studies that address the value of learning a second language so that we can answer the critics who state that learning a second language inhibits the development of literacy in English, the first language. We must gather statistics that demonstrate that students who study a second language in elementary or secondary school learn to read and write in English better, or at least as well, as those students who do not study a second language. We also need studies that show that students who learn to read and write in a second language can transfer these skills to English.

What can I do to support research even though I do not engage in it?

The professional associations in the fields of foreign language education and second language acquisition directly support research through their conferences and publications. The research necessary to expand the field will thrive as long as foreign language professionals continue to join professional organizations, attend professional conferences, and subscribe to and read scholarly journals.