Accessible summaries

OASIS summaries are one-page descriptions of research articles on language learning, language teaching, and multilingualism that have been published in peer-reviewed journals listed on the Social Science Citation Index. The summaries provide information about the study’s goals, how it was conducted, and what was found, and are written in non-technical language. Where relevant, they also highlight findings that may be of particular interest to language educators, although the initiative is not solely aimed at research with immediate practical implications. The summaries are generally approved, and often (co-)written, by the author(s) of the original journal article.

 

Why accessible summaries

OASIS aims to make research into language learning and teaching openly available and easily accessible to anyone who might be interested for professional or other reasons, because 1) research shows these findings do not reach stakeholders easily; and 2) research shows that academic publications are increasingly more difficult to read and understand for people outside the field. By establishing a culture of systematic production and dissemination of non-technical, open summaries, research is made available and accessible not only physically, but also conceptually to people outside academia.

 

Supporting journals

OASIS aims to be a sustainable resource. A crucial part of our sustainability strategy is involving international peer-reviewed journals in the intitiative. The following journals are requiring all their authors to write OASIS summaries:

 

The following journals are currently asking / inviting or have pledged to ask / invite authors of new articles coming out to write a summary of their work:   

 

The establishment of OASIS was also supported by the following journals:

 

Feedback

We are seeking feedback on this initiative. Please send questions/comments/ideas about the format of the summaries or any information you have about similar initiatives to: oasis@oasis-database.org

 

OASIS project team

Emma Marsden (University of York; project lead)

Sible Andringa (University of Amsterdam)

Laura Collins (Concordia University)

Carrie Jackson (Penn State University)

Rowena Kasprowicz (University of Reading)

Luke Plonsky  (Northern Arizona University)

 

Network Collaborators

Marta Antón

Catherine van Beuningen

Claudine Bowyer-Crane

Heidi Byrnes

Aline Godfroid

Suzanne Graham

Heather Marsden

Kevin McManus

Florence Myles

Junlan Pan

Daniel Perrin

Charlene Polio

Andrea Revesz

Lieselotte Sippel

Natasha Tokowicz

Tessa Warren

 

Researchers & writers

Inge Alferink

Volha Arkhipenka

Elizabeth Bailey

Hsin-Ying Chen

Ines Martin

Lisa-Maria Müller

Lais de Oliveira Borges

David O’Reilly

June Ruivivar

Fatma Said

Angela Tellier

Sophie Thompson

James Wagstaffe

 

Professional associations

American Council on the Teaching of Foreign Languages: ACTFL (Ali Moeller)

Association for Language Learning: ALL (Anna Lise Gordon)

Association Internationale de Linguistique Appliquée (International Association of Applied Linguistics): AILA (Daniel Perrin)

British Association for Applied Linguistics: BAAL (Dawn Knight)

Center for Applied Linguistics: CAL (Joel Gomez)

International Federation of Foreign Language Teacher Associations: FIPLV (Terry Lamb)

Tenax Schools Trust (Ian Bauckham)

Research in Primary Languages: RiPL (Florence Myles and Angela Tellier)

 

Acknowledgements

We gratefully acknowledge funding from an Economic and Social Research Council Impact Acceleration Award and the Higher Education Impact Fund, via the University of York, UK, as well as a British Academy grant to fund a journal editors’ workshop in Chicago, March 28th 2018.