DATE: THURSDAY 11TH APRIL, 2013
Check out our programme below!. Also downloadable here as a pdf file.
Why not stay with us for the whole day?!
10.35-11.20 (Hall 11a)
Introduction to Research SIG Day, followed by
Introducing IRIS: a free, online resource for language teaching research
Presenter: Emma Marsden (University of York, UK)
IRIS is a freely accessible, international database of materials that have been used to collect data for research into second language learning and teaching. We demonstrate the search and download facilities and review some of the content of IRIS, illustrating the kinds of reseach areas and data collection methods that could help teachers and students who are engaging in research.
11.55-12.30 (Hall 11a)
Mobigam: language on the move in Gujarat
Richard Badger (University of Leeds, UK)
James Simpson (University of Leeds, UK)
Atanu Bhattacharya (Central University of Gujarat, India)
Sunil Shah (H.M. Patel Institute of English Training & Research, India)
This presentation introduces the Mobigam project on the use of mobile technologies (e.g. mobile phones, tablets, game consoles) in language learning in Gujarat, India. The project involves a new partnership between a network of language teachers and researchers in India and the UK devoted to understanding how mobile technologies can be used in language learning.
12.30-13.00 (Hall 11a)
Using Mixed Methods to Explore ‘Ecologies of Schooling’
Presenter: Margaret Hawkins (University of Wisconsin-Madison, USA)
Reporting on a mixed-methods study of schooling for immigrant students in non-gateway districts in the Midwestern United States, this paper delivers an analysis of circulating discourses and practices in educational settings, and reflects on ecologies of schooling through the lens of isolation. Discussion will include attention to study design and research approach and methods.
14.00-14.30 (Hall 3a)
Language Learning Histories in Teaching, Learning and Research
Sarah Mercer (University of Graz, Austria)
David Nunan (Anaheim University, USA)
Language learning histories provide rich data from the learner perspective and in learners’ own voices. In this talk, we show how narratives can be useful for researchers, teachers and the learners themselves, and we discuss how using stories from and about learners places them where they should rightfully be - at the centre of the teaching and learning process.
14.45-15.30 (Hall 11a)
Research SIG Open Forum
The annual meeting of SIG members and others interested in engaging with or in ELT research.
16.05-16.50 (Hall 11a)
Combining teaching, learning and research: an exploratory practice approach [Workshop]
Ana Inés Salvi (University of Warwick, UK)
Yasmin Dar (University of Leicester, UK)
Judith Hanks (University of Leeds, UK)
Practitioner research offers exciting opportunities for greater understanding of our classroom language learning lives. So why don’t teachers and learners do more research? Using their experiences of Exploratory Practice in EAP contexts, the panel members will discuss ways in which both teachers and learners can integrate research with teaching and learning in their classrooms.
17.05-17.35 (Hall 11a)
Growing as researchers: insider/outsider perspectives at work
Sara Hannam (Oxford Brookes International, Oxford Brookes University, UK)
Radmila Popovic (SIT Graduate Institute / World Learning, USA)
This interactive session engages audience members in discussion on the role of critical dialogic collaboration in research. We explore what it means to be an insider and outsider in a research process and in our understanding of a specific context (Serbia), and look at additional ways we enhanced each other's understanding in a partnership of practice and knowledge building.
17.50-18.20 (Hall 11a)
Investigating the impact of action research: an Australian case study
Fiona Barker (Cambridge English, UK)
Katherine Brandon (English Australia, Australia)
Hanan Khalifa (Cambridge English, UK)
Action research aims to enhance pedagogical practice and can be viewed as a type of professional development in which practitioners explore and address their own identified teaching challenges. This paper evaluates the impact of a national program in which teachers undertake investigations into their own classroom-based teaching within English language intensive courses for overseas students.