Preface
Foreword, John Elliott (University of East Anglia, UK)
Introduction
Part One: Setting the scene for action research communities for language teachers in practice and theory
1. Introducing action research communities for language teachers, Angela Gallagher-Brett (University for the Creative Arts, UK) and Christine Lechner (European Centre for Modern Languages)
2. Sustainable teacher development through conducting action research, Anna Lundstrom (Linnaeus University, Sweden)
Part Two: Action research case studies from language teachers in Southern Europe
3. Reflective pedagogies and action research in English language teacher education: Examples from Bosnia and Herzegovina, Larisa Kasumagic-Kafedžic (University of Sarajevo, Bosnia and Herzegovina)
4. Action research communities in Montenegro - from the organizer's perspective, Nataša Peric (Bureau for Education Services, Montenegro)
5. An action research study in four EFL primary schools in Montenegro: Enhancing students' speaking skills, Nikolina Becanovic (Ivan Vusovic Vidrovan Elementary School, Niksic, Montenegro)
6. Action research on integrated lessons: Student and teacher perspectives on integrated teaching and its impact on learning, Zorka Radonjic, English teacher, Elementary school "Kekec" Sutomore
7. Enhancing novice English language teachers' speaking skill instruction: An action research study in EFL primary school classrooms in Montenegro, Marija Mijuškovic (University of Montenegro)
8. Action research on the observation of linguistic input quality in scenario based German as a Second Language teaching, Marjan Asgari & Renata Zanin (Free University of Bolzano, Italy)
9. Establishing an action research community to develop language teaching: A case study from Armenia, Sona Hakobyan & Louisa Marabyan (European University of Armenia)
Part Three: Action research case studies from language teachers in Northern Europe
10. A series of action research communities workshops for Swedish language teachers - a report from the organizers' perspective, Corina Lowe, (Linnaeus University, Sweden) and Brita Bodin (Karlstad Municipality, Sweden)
11. Intercultural learning in language teaching - - a teacher's perspective, Corina Lowe, (Linnaeus University, Sweden) and Brita Bodin (Karlstad Municipality, Sweden)
12. Enhancing multilingual approaches to language learning and teachers' professional development through action research projects in Norway, Eli-Marie Danbolt Drange & Anette Haugen (Department of Foreign Languages and Translation, Agder University)
13. 'I think action research is feasible, but not enough teachers know the methods' - Experiences with action research training in Denmark, Ana Kanareva-Dimitrovska (Aarhus University, Denmark)
14. Action research as professional development for teachers working with adult learners in Luxembourg's trilingual context in the language classroom, Jean-Marc Putz & Nicolas Maraite, (Institut national des langues Luxembourg)
15. Action research as part of teachers' professional development: Challenges in the Icelandic context, Brynhildur Anna Ragnarsdottir & Holmfriður Garðarsdottir (University of Iceland)
16. Developing whole-school Professional Learning Communities in action research - language teachers take the initiative at Kuršenai Laurynas Ivinskis Gymnasium, Lithuania, Valdone Verseckiene (Kuršenai Laurynas Ivinskis Gymnasium, Lithuania)
17. Engaging learners of the Irish language at primary level in Ireland: Exploring Action Research as an approach to support language educators and learners (in endangered or minority language settings), Jane O'Toole (Trinity College, Dublin, Ireland)
Conclusion
