For What and for Whom Is Our Research? The Ethical as Transformative Lens in Instructed SLA

In this article, I argue for adopting an ethical lens that interrogates our ends and purposes when generating research on second language learning and teaching, in light of concerns surrounding questions about the uses and users of our work. Such an ethical lens would help us transform our methodological and epistemological debates and would also strengthen the social and educational worth of the research that is generated by diverse second language acquisition (SLA) communities. I offer 3 normative principles for disciplinary discussion: The value of research is to be judged by its social utility; value‐free research is impossible; and epistemological diversity is a good thing. For each principle, I present the thrust of the argument and illustrate it by reference to 1 or more selected problems central to SLA research programs. I end with a broad brush characterization of a field of instructed SLA that is epistemologically diverse and ethically involved in justifying both the methodological rigor and the value commitments of our research programs and our studies. My goal is to open a space for disciplinary dialogue that allows us to engage in the articulation of valued research goals and professional and social responsibilities for the field of instructed SLA.