The rapid pace and vast volume of research publications in today’s academic landscape present a unique challenge for teachers. Although they are not responsible for this proliferation, teachers are often expected to sift through an ever-expanding body of literature and integrate research-based evidence into their practice. However, many do not actively engage with current research as part of their professional development. Those who wish to do so often struggle to navigate the overwhelming flood of publications. A recent study (Hall, 2023) found that teachers from various countries expressed frustration with the sheer number of scholarly publications. A key concern was the difficulty of identifying the most relevant research-based recommendations for their practice.
This presentation will examine how the emphasis on research productivity—driven by a neoliberal academic business model—disrupts the scholarly ecosystem of education in general (Ahern-Dodson & Dufour, 2023) and EAL education in particular (Author, in press). To address this issue, I propose a strategy focused on developing EAL teachers’ interpretive capacity to help them critically engage with research-based recommendations. This approach emphasizes three key areas:
- Critical reading of research: Encouraging thoughtful evaluation of research findings for pedagogical purposes.
- Contextual attunement: Interpreting research findings in relation to specific teaching contexts.
- Emotional awareness: Recognizing and addressing teachers’ emotional responses to research and practice.
Drawing from my previous and current studies (Author, 2017, 2019, 2025), I will illustrate how cultivating this interpretive capacity may empower teachers to bridge the so-called gap between research and practice. I will conclude by discussing how this approach can help EAL teachers contextualize theories (Taşdemir & Karaman, 2022) and develop professional competencies that are personally, situationally, and socially relevant (Blömeke & Kaiser, 2017).
