This book examines the relationship between teacher research, teacher practice and student learning. The book offers a framework, examples and practical guidelines for designing and conducting individual and collaborative inquiries that build new knowledge and theories about teaching and learning.

Presents a collection of fourteen essays that responds to the need for a more rhetorical conception of professional communication as an international discipline. This book challenges the adequacy of relying on preconceived notions about the factors that determine discourse in international professional settings.