Learning how to read, conduct, and communicate research studies is a difficult and challenging activity, that typically doesn’t come naturally to many of us. What does it mean to “speak” the language of research? In general, it means to learn the general and disciplinary vocabulary, talk fluently with other researchers, and accurately communicate one’s projects and findings in speaking and writing. Those who are fluent in the language of research can tell when someone is less fluent or unfamiliar with “research” simply by speaking or listening to them. This is very similar to detecting the “accents” of non-native speakers of one’s mother tongue. 

The “Speaking Fluent Research” (SFR) idea is designed to provide teachers and students with ways to understand better how a fluent researcher “speaks” (that is, talks, writes, asks questions, and reads in the research language). SFR assumes that there are many parallels between learning a new or foreign language and learning to speak “research,” especially in beginning or advanced research methods courses. In addition to facilitating this “language learning” process, research methods teachers can evaluate the research fluency and proficiency of their students in several ways. 

On this website, you will learn how teaching and learning research methods can be informed by the pedagogical practices found in the field of foreign language teaching and learning. We provide several ideas for learning how to become fluent in “research,” engaging students in research methods courses, and creating and maintaining a “learning a new language” theme in one’s research teaching or learning. We would love to hear your questions, suggestions, and activities regarding ways to implement this theme when teaching about research. We present relevant resources, blogs, and online discussions in different sections of this website.