Sat, September 08, 11:15 am
Short paper (30 minutes)
Theron Muller (University of Toyama)
This research examines issues Japan-based language teachers face with respect to autonomy when writing for academic publication by examining how seven Japan-based authors’ manuscripts changed on their paths toward publication. One finding was that the teachers often wanted to discuss pedagogy, while reviewers and editors tended to request revisions to make manuscripts more research-oriented. Potential implications of this for knowledge production in English language teaching are discussed, particularly with respect to the “gap” (Lantolf & Poehner, 2014, p. xi) between teaching and research.