Shaping the reality of foreign language teachers’ research literacies

Despite benefits ascribed to teacher research, data indicates that most educators do not engage in research-related activities following their formal training. Consequently, opportunities for professional development, innovative pedagogy, and reflective practice are hampered. While qualitative and quantitative analyses indicate that this lack of participation can best be explained by multifactorial models, initiatives to address these obstacles tend to focus on only a few of the underlying issues. “ReaLiTea: Research Literacy of Teachers” is designed to address multiple dimensions of second, additional, and foreign language teachers’ attitudes and skills, and identify opportunities related to research activities. Drawing on the global nature of language learning and teaching, as well as on digitally mediated affordances for language teaching and pedagogies, ReaLiTea seeks to improve access to relevant research and knowledge practices. By connecting skill development and opportunities for engagement, the project strives to enhance teachers’ ability and willingness to participate in such practices. This contribution discusses the rationale for the project as well as actions to support emerging and practicing foreign language teachers’ research literacies. We describe the work we are doing to identify requisite linguistic competences and skills, scaffold access to relevant empirical findings, and develop spaces for the ongoing exchange of ideas and knowledge.