Recent decades have witnessed burgeoning academic collaboration. As an important practice to achieve innovation and scientific progress, academic collaboration enables researchers to share work and exchange ideas, oftentimes across institutional, national, and disciplinary boundaries, and pool their resources and expertise. In response to a heavy emphasis on publishing, scholars have increasingly collaborated on publications in the form of multiple authorship. It is interesting to note that, however, patterns of multiple authorship seem to vary with discipline. This presentation will report research that describes the patterns of multiple authorship in language education using a bibliometric approach. This report also provides insights into how to enhance collaboration derived from the literature on Social Interdependence Theory (Johnson & Johnson, 2009).

Students often have high expectations of their teachers. We talk a lot about what students should do, such as completing assignments on time or starting paragraphs with topic sentences, but are we authentic, do we practice what we preach? This presentation shares a three-part procedure – one of many ways that teachers can be authentic. First, based on our own beliefs and experiences, in Part 1, we Talk to explain to students something we feel is important, such as being willing to say, “I don’t know.” In Part 2, we Walk Our Talk, letting students see and hear us doing what we talked about (e.g., admitting our ignorance to students and others). The highlight of the process is Part 3, when we encourage students to Walk Together with us, by also saying, “I don’t know.” Examples of teacher authenticity are shared from many teachers. (George M. Jacobs & Chenghao Zhu, with Jasper Roe, Qingli Guo, and Meng Huat Chau)