Participatory action research with additional language teachers: A methodological review

Abstract

Scholars and community members have long utilized participatory action research (PAR) to strategize local efforts to address real-world problems across various disciplines, including education. Applied linguistics and language education have also embraced and echoed the PAR tenets that situate the locus of knowledge production within local communities, aiming to co-construct ethical praxis for socially just change. However, there are few methodological syntheses of PAR studies in additional language education, despite ongoing calls to promote such a democratic research methodology to effect societal change. Aiming to bring greater methodological clarity regarding PAR in language education research, this article reviews methodological issues, synthesizing PAR in theory and PAR in practice. Drawing on a methodological review approach, it analyzes 23 PAR studies published between 2014 and 2024 that involved teacher participants in additional language education. The review focuses on how the three components of ‘participation,’ ‘action,’ and ‘research’ are framed and represented in these studies. Findings highlight various methodological discussion points in PAR in practice, such as the orientation of action, group formation, naming practices and authorship, positionality statements, participant engagement in data analysis, and methodological frameworks. Based on the findings, the review proposes a set of reflective questions as starting points for dialogue among PAR practitioners. These questions will help explore ways to make PAR more participatory, and in turn, co-construct ethical and impactful PAR for social change.