discovering research a teacher friendly approach
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Discovering research: a teacher-friendly approach. Deborah Bullock. Overview Introduction attitudes: reflection and discussion 2. British Council ELT Research Partnership scheme aims, publications and projects in progress 3. Your turn activities, reflection and discussion

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Presentation Transcript
  • Introduction
  • attitudes: reflection and discussion
  • 2. British Council ELT Research Partnership scheme
  • aims, publications and projects in progress
  • 3. Your turn
  • activities, reflection and discussion
  • 4. Wrap-up and feedback
Engaging with research
  • How often do you read? What?
  • Important to you/your institution? Why/why not?
  • Benefits?
  • Barriers?
  • Accessibility factors?
what are the benefits of enagaging with research
What are the benefits of enagaging with research?
  • allows teachers to reflect on and review their teaching
  • keeps teachers fresh
  • allows teachers to question assumptions about language learning/teaching
  • helps teachers understand the reasons for their practices
  • makes teachers more informed practitioners
“I feel strongly about the value of research because I feel that too many EFL teachers … rely on their initial training (CELTA) and then DELTA to inform their decision making and do not question any of the assumptions about language learning/teaching that they were exposed to during those teacher training courses. This leads to a rather tired delivery of ‘the tricks of the trade’. However, when they do hear about/read about/get involved in some research they get into the critical and analytical thinking it requires and find it motivating. This then encourages an experimental approach which rejuvenates their planning/decision making and presence in the classroom.”
  • Borg, S. 2008. Research engagement and quality in English Language Teaching (Report for British Council)
what are the barriers
What are the barriers?
  • sheer volume is daunting
  • ambiguous results
  • often too much jargon and statistics - difficult to understand
  • too theoretical and unhelpful or irrelevant
  • researchers not writing for practitioners
  • research which imposes models on teaching (challenge validity)
  • subscriptions and costs
what makes research accessible to teachers
What makes research accessible to teachers?
  • relevant to their needs and interests
  • provides practical insight, e.g. credible case studies
  • originates from rather than ends in classroom
  • sufficient time to absorb and act on
  • training in how to engage with research or help from a facilitator/expert to support and guide
  • “What I would really love is an email that pops up in my inbox occasionally, giving me a little précis (essentially findings & conclusions) of new research and what this could mean for classroom practice (all summarised in a line or two).” Tavakoli, P. and Howard, M.J. 2012. TESOL teachers’ views on the relationship between research and practice. European Journal of Teacher Education, 0(0): 1-14
bc elt research partnerships activity areas
BC ELT research partnerships – activity areas
  • Learning & teaching of English at younger ages
  • ICT and new technologies in ELT
  • Teacher education and training
  • English language testing and assessment and applications of the CEFR
  • English language programme evaluation
  • English for development: social, economic, political aspects of English, education, and language teaching
bc elt research partnerships some projects in progress
BC ELT research partnerships – some projects in progress
  • The transition from primary to secondary, Aston University
  • Inspiring state school English teachers, University of Leeds
  • English as a Lingua Franca in HE, York St John University
  • The use of learners’ L1 in ELT, University of Northumbria
  • Identity in ELT, University of York
  • Assessing Teaching Practice, University of Ulster
  • Global Survey of EYL teachers’ qualifications, experience and career path development, University of Essex
  • European vocabulary project, Manchester
  • Attitudes to English as a language for international development in rural Bangladesh, The Open University
your choice
Your choice....
  • Investigating Global Practices in Teaching English to Young Learners (Aston University)
  • Perceptions and Strategies of Learning in English by Singapore Primary School Children with Dyslexia – a metaphor analysis (De Montfort University & DAS)
  • ‘Tanggap, tiklop, tago’ (receive, fold, keep): Perceptions of best practice in ELT INSET (Lancaster University & Manila University, Philippines)
focus on the intro
Focus on the Intro....
  • Identify the ……
  • purpose/main aims of the study
  • the setting/context relevant to the study
  • the justification/rationale for the study – what ‘gap’ in the literature is it seeking to fill?
focus on the implications
Focus on the implications….
  • Think about your own context….look at the recommendations/conclusions and consider the following:
  • how is the research relevant to you/your context?
  • what questions does it raise?
  • what would be worth following up/looking into/investigating?
  • Discuss
your turn
Your turn....
  • Teachers of English often find research difficult to access, hard to understand and of no practical value.
  • Try to come up with 1 or 2 practical activities to support teachers in reading research e.g.
  • Letting them choose what to read (relevance): post titles and abstracts around the room, teachers stand by the 1 they’re most interested in and explain why
  • Providing questions to help them focus on particular aspects of the research
  • Helping them to identify links with own context
  • What else can you come up with? (see Contents)
wrap up
Wrap up
  • What next? Make a mental note
  • Sign up for the freely available online articles list (+ bibliography and activity ideas)
  • Feedback
  • Thank you very much. [email protected]