The impact of positive institutions on participatory action research in the secondary EFL classroom: A case study

As the positive turn in second language acquisition continues to develop, the shortage of research addressing positive institutions becomes evident. Furthermore, as scholars in language learning encourage a focus on social factors and community‐based scholarship, the implications of positive institutions for participatory, community‐centered work is of equal importance. This case study explores the characteristics of a positive institution—a K‐16 public school in Buenos Aires, Argentina—that supported a participatory action research (PAR) project with schoolteachers and students. Data were gathered through interviews, co‐teaching, and classroom observations with secondary students ( n = 58), teachers ( n = 2), and deans ( n = 3). Findings pointed to school, classroom, and policies as central establishments that met the criteria for positive institutions that supported PAR outcomes. This study highlights traits that can build the foundation for institutions to promote flourishing and well‐being while supporting educational initiatives toward social change. Specific recommendations are offered for administrators and teachers to create a positive institution that can support successful PAR initiatives and collaborations.