A lot of research is produced and published at a national level, which limits its visibility and may distort our understanding of the state of the art within any area of knowledge. In this respect, the Language Teaching journal renders an excellent service to the foreign language education (FLE) community through the rubric A Country in Focus, where reviews of national research with no international circulation are published. Our study analyses a selective corpus of empirical and theoretical texts on foreign language pedagogy and teacher education, produced in Portugal between 2006 and 2011.
One of the main issues regarding the quality of FLE research is itstransformative potential as regards pedagogy, teacher education, policies and research itself. For example,to what extent and how does research seek to transform current discourses and practices, thus allowing participants and readers to challenge and reconstruct established regimes? What is the relevance of its outcomes and implications as regards the understanding and enhancement of teaching, teacher education, the policies affecting both and research itself? What shortcomings can be pointed out as a basis for future developments?
Based on this type of concerns, a descriptive and interpretative approach was adopted to inquire into the transformative potential of FLE research in Portugal, with a focus on its scope, purposes, conceptual and methodological frameworks, outcomes (findings and shortcomings), and implications. A total of 133 texts produced by 114 authors were analysed, including MA and Ph.D. dissertations, books, book chapters, journal articles, and papers in conference proceedings.
Four major research themes were identified which are primarily related to current language policies and theoretical developments in language didactics – intercomprehension and plurilingualism, teacher and learner autonomy, Portuguese as a non-native language, and technology-based learning and teaching. The transformative potential of research carried out within these themes is enhanced by five major characteristics: the intention to question and reshape dominant practices on the basis of democratic values; an empowering view of language, pedagogy and teacher education; a close relation between pedagogical research and teacher education; participatory research methodologies; and the identification of constraints to, and conditions for, change. However, there seems to be a need to develop strategies that remain somewhat marginal and yet may enhance the transformative potential of FLE research, namely: expanding university-school partnerships, professional learning communities and school-based inquiry; strengthening the political dimension of research outcomes; enlarging the scope and impact of naturalistic inquiry; and fostering a scholarship of teacher education.
Overall, the review points out encouraging signs as regards the transformative potential of FLE research in Portugal, as well as directions for enhancing that potential. Despite the limitations of the study in terms of comprehensiveness, we hope that it can help researchers be more attentive to whether and how their work is socially relevant, and develop more productive strategies to accomplish that goal.