Knowledge flow in Argentinian English language teaching: a look at citation practices and perceptions

Dario Luis Banegas, Ana Cecilia Cad

Research output: Contribution to journalArticlepeer-review


Teacher research can be defined as research carried out by teachers for teachers. This type of educational research emphasises a transformative perspective through which teachers become agents of change. In the case of teacher research, it is hoped that findings resonate with other teachers in the broad contexts in which they originate and that there is impact, knowledge flow and knowledge democracy. This requires findings to be accessible for teachers to locate so colleagues are aware of what is produced in their own professional context. The aim of this article is to understand the extent to which studies authored by Argentinian teacher-researchers in English language teaching (ELT) make an impact in the local ELT professional community of practice by tracking Argentinian ELT author references in their outputs. Data were collected from a corpus consisting of 98 articles published in two local venues between 2014 and 2018 and a questionnaire completed by 65 authors included in the corpus. Findings reveal weak impact and knowledge flow within the Argentinian ELT professional community of practice caused by hegemonic practices and a tendency to value works situated in the UK/US.

Original languageEnglish
Number of pages19
JournalEducational Action Research
Early online date5 Nov 2020
Publication statusE-pub ahead of print - 5 Nov 2020


  • teacher research
  • knowledge flow
  • knowledge democracy
  • language teaching
  • English

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