Deepening Your Understanding: Resources on the LPD as Scholar

To further your understanding of the LPD as scholar, check out the practical and scholarly resources below.

Practical Resources

  • The American Association for Applied Linguistics (AAAL) Promotion and Tenure (P&T) Guidelines: AAAL, the largest professional organization for applied linguists in the United States, has issued a set of recommendations for faculty in research tracks. This advisory guide can be a useful resource for early career researchers, as well as for department heads and internal tenure and promotion review committees. 
  • National Center for Faculty Development & Diversity (NCFDD): The NCFDD is an independent professional development, training, and mentoring community for faculty members, postdoctoral scholars, and graduate students. They maintain a site of resources and forums for navigating different stages of academic careers, and host events on a variety of topics including regular writing workshops. These tend to emphasize concrete strategies for balancing academic writing time with other parts of one’s work life and personal life. Subscription is required to access some of these resources, but many colleges and universities in the United States hold an institutional membership that covers both graduate students and faculty.  
  • Emma Trentman, who is an applied linguist and Arabic professor at the University of New Mexico, has a blog on “Applying research in language learning," which includes regular posts on planning and productivity with concrete tips for how to organize your time to balance multiple responsibilities. 
  • Trello is a product management platform. Different projects in Trello are organized into “boards” where users can create digital to-do lists, assignments, and deadlines. The free version of Trello allows users to maintain 10 open boards. 
  • Miro is another app for organizing projects using virtual whiteboards. Miro’s digital whiteboards include a large number of models for brainstorming, strategizing and planning, and mapping and diagramming (among others) that can be useful for coordinating and conceptualizing projects of different sizes. 
  • Tomato Timers is an app designed for the Pomodoro technique. Pomodoro is named for the tomato shaped kitchen timers originally used to time 25-minute intervals of focused time on task. In addition to providing a digital version of the analogue tomato timers, the app allows users to plan and track their tasks.
  • Forest motivates you to focus by allowing you to plant virtual trees that grow while you work. If you leave the app for more than a few seconds during your designated time, your tree will begin to wither and die. Users also earn coins through repeated bouts of sustained focus, which can then be saved up and used to help plant real trees in five countries in Africa.


Scholarly Resources

Allwright, D., & Miller, I. K. (2012). Burnout and the beginning teacher. In D. Soneson & E. Tarone (Eds.), Expanding our horizons: Language teacher education in the 21st century (pp. 101–115). CARLA, University of Minnesota.

Banegas, D. L., & Consoli, S. (2020). Action research in language education. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 176-187). Routledge. 

Blyth, C., Warner, C., & Luks, J. (2021). The role of OER in promoting critical reflection and professional development: The Foreign Languages and the Literary in the Everyday project. In C. Blyth & J. Thoms (Eds.), Open education and foreign language learning and teaching: The rise of a new knowledge ecology (pp. 158-182). Multilingual Matters. 

Brumfit, C.J. (1995). Teacher professionalism and research. In Cook, G. & Seidlhofer, B. (Eds), Principles and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 27–41). Oxford University Press. 

Burns, A. (2005). Action research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 241–256). Lawrence Erlbaum Associates.

Burns, A., & Westmacott, A. (2018). Teacher to researcher: Reflections on a new action research program for university EFL teachers. Profile, 20(1), 15-23. 

Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.

Hanks, J. (2019a). From research-as-practice to exploratory practice-as-research in language teaching and beyond. Language Teaching, 52(2), 143-187. 

Hanks, J  (2019b) Identity and trust: Issues raised when practitioners engage in researching practice. The European Journal of Applied Linguistics and TEFL, 8(2), 2192-1032.

Katz, S., & Watzinger-Tharp, J. (2016). Toward an understanding of the role of applied linguists in foreign language departments. Modern Language Journal, 89(4), 490–502.

Kramsch, C. (2004). The language teacher as go-between. Utbildning & Demokrati, 13(3), 37–60.

Lee, J., & VanPatten, B. (1991). The question of language program direction is academic. In S. S. Magnan (Ed.), Challenges in the 1990s for college foreign language programs (pp. 113-128). Heinle & Heinle.

McKinley, J., & Rose, H. (Eds.) (2019). The Routledge handbook of research methods in applied linguistics. Routledge.

Norris, J., & Mills, N. (2014). Innovation and accountability in foreign language program evaluation. In J. Norris & N. Mills (Eds.), Innovation and accountability in language program evaluation (pp. 1-14). Cengage. 

Warner, C. (2019). Transdisciplinarity across two-tiers: Applied linguistics and literature in U.S. collegiate foreign language fields. AILA Review, 31(1), 29-52.


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