Foreign Language Educators’ Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action

Research output: Contribution to journalArticlepeer-review


This article reports on 2 connected studies that provide data about the flow of research to foreign language (FL) educators in majority Anglophone contexts. The first study investigated exposure to research among FL educators in the United Kingdom using 2 surveys (n = 391; n = 183). The data showed (a) some limited exposure to research via professional association publications and events, (b) negligible direct exposure to publications in the Social Science Citation Index (SSCI), (c) barriers to exposure caused by poor physical and conceptual access, despite generally positive perceptions of research, and (d) the importance of university-based teacher educators for research–practice interfaces. The second study investigated the potential for indirect exposure to research from 7 professional publications over 5 years in Australia, the United Kingdom, and the United States. We systematically reviewed the extent to which these professional publications referenced 29 SSCI journals that aim to publish pedagogy-relevant research. In our corpus of 8,516 references in 284 articles in professional journals, the mean proportion of references to all 29 SSCI journals, combined, was 12.43% per professional article. The overall mean number of references to each SSCI journal was 0.17 per professional article. The emerging picture is rather bleak, and we propose action from academic journals and researchers to promote a more international, systematic, and sustainable flow of research.
Original languageEnglish
Pages (from-to)613–642
Number of pages30
JournalThe Modern Language Journal
Issue number4
Early online date25 Jul 2017
Publication statusPublished - 7 Nov 2017

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©2017 The Modern Language Journal. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details


  • perceptions of research
  • research–practice interface
  • consumption of research
  • citation
  • professional journals
  • teacher knowledge
  • teacher education

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