ELT as a Multidisciplinary Endeavour: Growing through Collaboration

DARÍO LUIS BANEGAS; MARÍA ALEJANDRA SOTO; MARIO LOPEZ BARRIOS; MELINA PORTO

ASJPI

Lugar: San Juan; Año: 2016 p. 187

978-950-605-842-5

Once again, we have been asked to co-edit the Selected Papers which are annuallypublished as a result of the FAAPI Conference in Argentina. It is an honour and a new collaborative endeavour we are happy to share with the readers of this volume.The Selected Papers collected here illustrate the multidisciplinary and dialogic nature of ELT in its practice and research dimensions. The 16 chapters respond to the following main themes in this order: sex education in language education, technology and writing development, visual literacy, pronunciation and learning strategies, Intercomprehension in Germanic languages, content and language integrated learning in higher education, genrebased writing, textual organisation, vocabulary instruction and teacher cognition, pronunciation, metaphors, intercultural competence, teacher beliefs, content and languageintegrated learning in secondary education, resultative constructions, and last but not least, materials development informed by systemic functional linguistics.As outlined above, the contents of the contributions show a myriad of interests among colleagues in Argentina. They also indicate the multiplicity of research avenues which coexist. Readers will find instances of action research, quantitative approaches, case studies, mixed-methods, and qualitative tools. Readers will also find contributions authored by experienced colleagues together with novice collaborators, who have experienced the process of having a paper published for the first time in their incipient professional careers.Therefore, we find ourselves at the intersection of a multiplicity of avenues which show varied trajectories, research foci, classroom practices, and educational settings across Argentina.It is our wish that collaborative and multidisciplinary practices in ELT spread, expand, and examine the complex and fluid landscape of situated language learning from an emic stance as it is through this process that we empower ourselves and others, develop a voice, and value the works of others around us.The Editors