_Article Discussion: Language teacher research engagement
Date: 12-16 December 2011
Article: Language teacher research engagement, by Simon Borg
Guest moderator: Simon Borg, University of Leeds, UK
Location: ReSIG YahooGroup
Download article here
This event is open to ReSIG members and non-members.
You can join our YahooGroup for free here.
How to participate:
- Join our YahooGroup at the link above. if you're not a member yet.
- Download the article at the link above.
- Read the article.
- To help you get ready for the discussion, here are a few prompts for discussion, suggested by Simon:
1. Are there any claims in the study which either support or contradict your personal experience and/or beliefs?
2. In your context, is it reasonable to expect teachers who are not engaged in formal study to engage with language teaching research? Why or why not?
3. How do you feel about the notion of teachers as consumers of published research?
4. In your context, is it reasonable to expect teachers who are not doing a course (e.g. an MA or Delta) to engage in language teaching research? Why or why not? To what extent do the barriers listed in Table 2 pertain? Are there any others in your context?
5. The article argues that inquiry which is not made public should not be called research. What are your views on this?
6. The literature raises concerns about the quality of the classroom-oriented inquiries that practising teachers often undertake. Is it fair to assess such research using the criteria that apply to research more generally?
7. What role can school leaders or departmental heads play in promoting research engagement in their schools? Do you have any positive or negative experience to cite in this respect?
8. What kinds of initiatives in language teaching might increase the extent to which teachers read and do published research? How might associations such as IATEFL contribute to such initiatives?
9. To what extent do the private EFL sector and the state EFL sector face similar challenges in enabling teachers to engage in and with research? Much less evidence exists about the state sector.
10. Respond, in an open-ended manner, to any others issues in the paper which stimulate a reaction in you.
- During the week of 12-16 December, make sure you check the posts on the YahooGroup at least once a day and add your contributions.
How to Combine Teaching and Researching: Focus on Learners and Classroom Language Learning (Pre-Conference Event)
Date: 19 March 2012 (10am to 5pm)
Presenters: Ema Ushioda (University of Warwick), Richard Smith (University of Warwick) and Sarah Mercer (University of Graz).
Location: Glasgow, UK.
NEW!: Resources from the event (ppts, handouts, photos of posters etc.) .
NEWER! Feedback and further discussion opportunities.
NEWEST! Blog post about the event by a participant, Edward Russell
Our 2012 PCE explored how teaching and researching can interact with one another in fruitful ways, and discussed practicable methods that teachers may like to consider using for research in their own classrooms.
This was the first in a planned series of Research SIG events on Teaching-and-Researching. This was intended to be a practical workshop designed for teachers who are thinking of doing classroom research (for whatever reason), of interest also to postgraduate students who are planning to combine teaching and researching roles.
Through a combination of input, discussion and hands-on tasks, we considered the following:
_One-day workshop: Questionnaire design and analysis
Date: 10 February, 2012
Presenter: Zoltan Dornyei
Location: Coventry University, UK
Zoltan Dornyei, Professor of Psycholinguistics at the University of Nottingham, is world-renowned for his research into language learning motivation. He is no less well-known for his expertise in the area of questionnaire-based research methods. Routledge have recently published the second edition of Zoltan's Questionnaires in Second Language Research: Construction, Administration, and Processing.
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