Engagement with research has long been recognized as a key driver of improved language teaching practices and teachers’ professional growth. Yet, language teaching practitioners often remain distanced from research activities, thus perpetuating a well-documented gap between research and practice. While much of the existing scholarship has centered on English language teaching, this study shifts the focus on the rapidly growing field of Spanish language teaching (SLT). Drawing on data from 738 SLT professionals in Spain and the United States, we explore their research engagement and demographic profiles through the lens of communities of practice. Furthermore, we argue that combining these demographic insights with the concept of life capital—the accumulated wealth of one's personal and professional experiences—may uncover the human dimensions that shape a community of practice, thereby opening new avenues for promoting deeper research engagement. Finally, and equally important, by broadening the conversation to include languages other than English and adopting a comparative perspective, this study reveals overlooked factors that shape the research–practice divide, ultimately offering fresh insights and targeted initiatives to reconcile this longstanding research–practice gap.
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