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Saturday 3rd October 2015: SEETA webinar with David Nunan

28/9/2015

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Troubling research: Rethinking the construct

Saturday 3rd October 2015
10.00 GMT - 12.00 CEST -  13.00 EEST 


"‘Research’ has been defined in various ways. However, most definitions encompass the notion that it is a systematic process of inquiry involving the formulation of researchable questions, the collection of data that have relevant bearing on those questions, the analysis and interpretation of those data, and the publication of the results. In this presentation, I want to ‘trouble’ the traditional concept of research. I will argue that, while it may fit the psychometric paradigm, when it comes to naturalistic inquiry, it is problematic.  In particular, I will explore the following questions: 

•    Are questions necessary?
•    What counts as data?
•    Do ‘analysis’ and ‘interpretation’ mean the same thing?
•    To what extent is it possible to separate data, analysis and interpretation?
•    To what  extent are reliability and validity defining characteristics of research?
•    Is publication really necessary in order for the activity to count as research?

This webinar marks the launch of Stage 2 of the SEETA  Teacher-led Research Project and is sponsored by the IATEFL RESIG.   


You may find the link to the webroom HERE


David Nunan is President Emeritus and Distinguished Professor, Anaheim University, California and Professor Emeritus of Applied Linguistics, University of Hong Kong. He is a Past President of TESOL and currently serves on the Board of Trustee of the International Research Foundation for English Language Education. He has published over 100 books and articles on language curriculum design and methodology, research methods, teacher education and technology in education. In 2015 he received the James E. Alatis Award for Outstanding and Extended Service to TESOL from TESOL International, and the Outstanding Service Award from the Distance Education Accreditation Commission. He also received the Congressional Award for Services to Education from the United States Congress.
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19 January – 2 February: Article discussion: Key themes and future directions in teaching English to young learners. ELT Journal, 68/3: 223-230

11/1/2015

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Dates: 19 January – 2 February
Article: Key themes and future directions in teaching English to young learners: introduction to the special issue, by Fiona Copland and Sue Garton
Moderators: Sandie Mourão and Shelagh Rixon

The discussion will take place in the Research SIG's Yahoo!Group, which is open to members and non-members of the SIG alike.

Link to article: http://eltj.oxfordjournals.org/content/68/3/223.full

Link to the related author video: https://www.youtube.com/watch?v=6WAanK3eMRs&feature=youtu.be


Article abstract

Despite being something of a ‘Cinderella’ area of study, research into and informed discussion of teaching young learners is on the increase, perhaps mirroring the increasing numbers of children learning English globally in primary schools. This introductory article reviews key themes and issues in the teaching of English to young learners, and explains how the articles in this Special Issue connect to and develop them. It also points forward to some of the areas we expect to be of interest to researchers and practitioners in the years to come.

 
About the moderators

Sandie Mourão is a teacher educator, author and educational consultant working part-time as an invited assistant professor at Universidade Nova, Lisbon. She has a PhD in didactics and teacher education from the University of Aveiro and specialises in early years language education and the use of children’s literature in all areas of language education. Sandie is co-editor of Early Years Second Language Education: International Perspectives on Theories and Practice (2015, Routledge) and the CLELE journal, an open access online journal http://clelejournal.org/. She is author of the forthcoming Small children - teaching and learning English (DELTA Publishing) as well as a number of language learning courses and resource books.  She is a regular speaker at conferences and contributes to edited volumes, journals and magazines related to ELT. Sandie has a website: http://sandiemourao.eu and keeps an award winning blog Picturebooks in ELT, http://picturebooksinelt.blogspot.com/.


 
Shelagh Rixon’s first degree was in Classics but her career has been in English Language Teaching, teacher education and materials writing.  Having taught English in Rome for 3 years in the 1970s, she then trained as a teacher of TESOL to primary and secondary school children.  She spent 16 years in the British Council in various roles, including English Language Officer in Italy, before joining the University of Warwick as a lecturer in 1991. There she set up and co-ordinated the MA in Teaching English to Young Learners. She holds an MSc in Applied Linguistics from the University of Edinburgh and in 2012 obtained a doctorate in the area of early literacy teaching to Young Learners of English.  She left Warwick University in 2009 and now concentrates on writing and research, as well as acting as a school governor and volunteer in two primary schools.

 

Questions to prompt discussion


Days 1 and 2

1.      Looking at the key themes that Copland and Garton have highlighted, what do you think about each one and the issues that have been raised? Do you agree with the authors? Do know of any other research to support / contradict the authors’ ideas?


Days 3, 4 and 5

2.      Do you agree that the term 'Young Learner' is vague? Thinking of your context, how appropriate are the two terms that Copland and Garton adopt from Ellis (2014)? (These are 'early years/ pre-primary' and 'primary'.)

3.      Do you have any comments to make in relation to your own practices or on other empirical studies which might shed further light on age appropriate activities and the relevance of 21st century approaches in the YL classroom?


Days 6 and 7

4.      What are the policies in your own contexts regarding the teaching of English? How are teachers trained in answer to the lowering of the age in learning English?  Have any mistakes been made in your contexts? If so, what have been the effects on approaches to ELT for YLs? What have been the effects on learner results? Are you aware of any studies reporting such issues to add to those that Copland and Garton have cited? 


Days 8 and 9

5.      What do you feel are appropriate YL pedagogies (for 'pre-primary' and 'primary')? What research are you aware of that supports your ideas?


Days 10 and 11

6.      Copland and Garton describe five areas they think would benefit from further investigation. Do you agree with them? Are there any other areas you feel should be included? 

 

Days 12 and 13

7.      If you were able to read the ELTJ special issue, how has the collection of articles contributed to your thoughts on the principles and practice of teaching English to YL? Which do you find has been most inspiring?

 

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17-30 November: Article discussion: Managing innovation in English language education: A research agenda. Language Teaching, 47/1: 92-110

6/11/2014

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Dates: 17-30 November
Article: Managing innovation in English language education: A research agenda, by Alan Waters
Moderator: Martin Wedell, University of Leeds


The discussion will take place in the Research SIG's Yahoo!Group, which is open to members and non-members of the SIG alike.

Link to article: http://journals.cambridge.org/LTA/Waters 

 
Introduction

In Waters (2009), I attempted to capture the ‘state of the art’ in theorising, practice and research activity about the management of innovation in English language education (ELE). Here I will reprise a number of the areas in that review, to identify where the field would benefit from further enquiry about how to successfully effect ELE innovation management. In doing so, I will attempt to explain why I regard each of the proposed areas of further investigation as important and, in outline terms, how such additional research might be conducted. In what follows, three main areas for this research agenda will be outlined: i) investigations to do with the further application of established theoretical frameworks; ii) others involving concepts from innovation theory which have yet to be applied to ELE; and iii) studies which seek to explore what have so far been relatively under-researched aspects of ELE innovation activity. This said, the topics for further research which I indicate are far from comprehensive, due to the space available. However, I hope that they nevertheless provide a sufficiently clear and representative indication of the possibilities.


Martin Wedell who will moderate the discussion of this article, is a Senior Lecturer and Head of international Education in the School of Education, University of Leeds, England. He spent 20 years teaching and working on ELT projects in Kenya, Saudi Arabia, China and Hungary and has worked with teachers in Oman, India, Chile and Korea. He has published a number of books and articles on TESOL change and Teacher education. His main ELT interests are educational change planning, teacher education and the context of ELT.


To help you get ready for the discussion, here are some possible questions, suggested by Martin, apart from ones you might have of your own:

Days 1-2

1      Do you consider your own teaching context to be towards the BANA/Integrationist or the TESEP/Collectionist ends of the continua introduced on ps 93-94 – Why?

2.       Think of an innovation that you have experienced.  This may be as part of a national education innovation or at institutional level.   Were the goals of the innovation explained to you, and was it clear to you why these aims were important / desirable?


Days 3-4

3.        Thinking of  the innovation you mentioned at (2) or any other one you have experienced- did you see any evidence of ‘reinvention’ (p 96) or mutual adaptation (p 97) in the way you and your colleagues responded?


Days 5-6

4.       Can you think of any reasons in your context why the bottom up dimension of the implementation process (illustrated p 98) so rarely occurs?

5.        Henrichsen’s hybrid model (p 99) is 25 years old. Can you think of any reasons why it has so rarely been used to inform innovation implementation planning?


Days 7-8

6.       P 101/102 apart, from the roles mentioned here, are there any other groups in your context whose roles may influence implementation?

7.       P 103- what sorts of people, playing what sorts of roles, are in your opinion / experience most likely to become early adopters - why?

8.       What would you consider to be a ‘critical mass’ of implementers? Does the number needed to reach critical mass vary according to who the members of that ‘mass’ are?


Days 9-10

9.       P 104/5 – does the Transition Curve map onto your own experience as an innovation implementer (again you might want to think of the innovation you mentioned at 2). Did you go through any other stages? How long did / would you expect it to take to move from 1-7?

 
Days 11-13

10.   Would you expect the issues emerging from the management of ELE innovations to be very different from one part of the world to another? Why (not)?  (Wedell and Al Shumaimeri, 2014, for example, look at innovation in Saudi Arabia.) http://www.sciencedirect.com/science/article/pii/S0346251X14001249

11.   Do you agree with the Fullan quote on p 108? Why (not)? 

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Developing as a researcher - 10 April 2015 - Manchester, UK (Pre-conference event)

24/9/2014

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 A participant-centred day with input and invited commentary from Sue Garton, David Nunan and Cynthia White



What does it mean to develop as a 'researcher'? Whether you are a student, a teacher, an academic or another kind of professional, and wherever you are in your research journey – near the beginning or further along the road – this event will offer a valuable opportunity to step back, reflect and learn from others and share your experiences in a collegial, informal and friendly atmosphere. 

Following the format of our very successful 2014 Pre-conference Event, the 2015 event will offer a combination of poster presentations, group discussions, panel discussion and expert-led input centring on areas of particular concern and interest to participants. Based on the many excellent proposals for posters that have been submitted, we have structured the day around three main themes, which will be explored in the posters, in ‘impulses’ from our guest speakers and in group discussions:


·         A researchers’ journey: Challenges, issues and strategies

·         Specific methods and specific challenges

·         Identities, roles, relationships and contexts in research

This innovative pre-conference event will appeal to all those involved and/or interested in research in EFL/ESL contexts. It will both raise questions and provide multiple insights with regard to specific methods as well as how we develop as researchers and combine multiple roles and identities (such as teacher and researcher identities) in our various work contexts. With over 25 poster presentations and inputs from world-renowned scholars, this promises an exciting event and we hope you will join us for our Research SIG PCE day.

A participant-centred day with input and invited commentary from Sue Garton, David Nunan and Cynthia White



What does it mean to develop as a 'researcher'? Whether you are a student, a teacher, an academic or another kind of professional, and wherever you are in your research journey – near the beginning or further along the road – this event will offer a valuable opportunity to step back, reflect and learn from others and share your experiences in a collegial, informal and friendly atmosphere. 

Following the format of our very successful 2014 Pre-conference Event, the 2015 event will offer a combination of poster presentations, group discussions, panel discussion and expert-led input centring on areas of particular concern and interest to participants. Based on the many excellent proposals for posters that have been submitted, we have structured the day around three main themes, which will be explored in the posters, in ‘impulses’ from our guest speakers and in group discussions:


·         A researchers’ journey: Challenges, issues and strategies

·         Specific methods and specific challenges

·         Identities, roles, relationships and contexts in research

This innovative pre-conference event will appeal to all those involved and/or interested in research in EFL/ESL contexts. It will both raise questions and provide multiple insights with regard to specific methods as well as how we develop as researchers and combine multiple roles and identities (such as teacher and researcher identities) in our various work contexts. With over 25 poster presentations and inputs from world-renowned scholars, this promises an exciting event and we hope you will join us for our Research SIG PCE day.

A participant-centred day with input and invited commentary from Sue Garton, David Nunan and Cynthia White



What does it mean to develop as a 'researcher'? Whether you are a student, a teacher, an academic or another kind of professional, and wherever you are in your research journey – near the beginning or further along the road – this event will offer a valuable opportunity to step back, reflect and learn from others and share your experiences in a collegial, informal and friendly atmosphere. 

Following the format of our very successful 2014 Pre-conference Event, the 2015 event will offer a combination of poster presentations, group discussions, panel discussion and expert-led input centring on areas of particular concern and interest to participants. Based on the many excellent proposals for posters that have been submitted, we have structured the day around three main themes, which will be explored in the posters, in ‘impulses’ from our guest speakers and in group discussions:


·         A researchers’ journey: Challenges, issues and strategies

·         Specific methods and specific challenges

·         Identities, roles, relationships and contexts in research

This innovative pre-conference event will appeal to all those involved and/or interested in research in EFL/ESL contexts. It will both raise questions and provide multiple insights with regard to specific methods as well as how we develop as researchers and combine multiple roles and identities (such as teacher and researcher identities) in our various work contexts. With over 25 poster presentations and inputs from world-renowned scholars, this promises an exciting event and we hope you will join us for our Research SIG PCE day.



A participant-centred day with input and invited commentary from Sue Garton, David Nunan and Cynthia White

What does it mean to develop as a 'researcher'? Whether you are a student, a teacher, an academic or another kind of professional, and wherever you are in your research journey – near the beginning or further along the road – this event will offer a valuable opportunity to step back, reflect and learn from others and share your experiences in a collegial, informal and friendly atmosphere. 

Following the format of our very successful 2014 Pre-conference Event, the 2015 event will offer a combination of poster presentations, group discussions, panel discussion and expert-led input centring on areas of particular concern and interest to participants. Based on the many excellent proposals for posters that have been submitted, we have structured the day around three main themes, which will be explored in the posters, in ‘impulses’ from our guest speakers and in group discussions:

·         A researchers’ journey: Challenges, issues and strategies

·         Specific methods and specific challenges

·         Identities, roles, relationships and contexts in research

This innovative pre-conference event will appeal to all those involved and/or interested in research in EFL/ESL contexts. It will both raise questions and provide multiple insights with regard to specific methods as well as how we develop as researchers and combine multiple roles and identities (such as teacher and researcher identities) in our various work contexts. With over 25 poster presentations and inputs from world-renowned scholars, this promises an exciting event and we hope you will join us for our Research SIG PCE day.

And if you'd like an idea of what the event will be like, please take a look at this record of our 2014 event









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7 - 21 September: Article Discussion: Unpackaging the past: 'CLT' through ELTJ keywords. ELT Journal, 66/4: 430-439

21/8/2014

 
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Dates: 7 - 21 September
Article: Unpackaging the past: 'CLT' through ELTJ keywords, by Duncan Hunter and Richard Smith.
Moderator: Alan Waters, Lancaster University

The discussion will take place in the Research SIG's Yahoo!Group, which is open to members and non-members of the SIG alike.

Link to article: http://eltj.oxfordjournals.org/content/66/4/430.full

Link to video: http://www.youtube.com/watch?v=Hh33hQEiRjo&feature=youtu.be

Abstract: "ELT history is often viewed as a succession of methods, but such a view tends to rest on a ‘packaging up’ and labelling of complex and often contested past developments. This process ignores both continuity with earlier developments and diversity of contemporary opinion and often seems to serve as a way to clear the ground for self-proclaimed ‘progress’. This article describes a study that was undertaken to promote an alternative view of the past. Taking as a starting point the way communicative language teaching (CLT) seems to be currently in the process of being packaged up in readiness for the ‘dustbin of history’, the study combined corpus-based and qualitative procedures to explore keywords in ELTJ articles during the early communicative period. By identifying themes discussed by contemporary writers themselves, we highlight areas of continuity with ‘pre-communicative’ methodology, and diversity within the communicative discussion itself, thus subverting the assumption that there was ever a wholly distinct, unitary, or ‘classical’ CLT to be lightly superseded."

Alan Waters, who will moderate the discussion of this article, was, until his retirement in 2012, a Senior Lecturer in the Department of Linguistics and English Language, Lancaster University, England. He has taught EFL in Sierra Leone, Kuwait, and the UK, and trained teachers in Thailand, the UK, Hong Kong, and several other parts of the world. He has published a number of books and articles on a range of ELT topics. His main ELT interests are language teaching methodology and materials, teacher learning, and managing innovation.
Email:a.waters@lancaster.ac.uk 

To help you get ready for the discussion, here are some possible questions, suggested by Alan, apart from ones you might have of your own:

Q. 1. Days 1 – 2.

In the ‘Introduction’ section of the paper (pp. 430-432), do you feel the characterization of the treatment of methods in books such as Larsen-Freeman and Richards and Rodgers is accurate?  And if so, do you also agree that this treatment is problematic?

Q. 2.  Days 4 - 5.

What do you think of the research procedures described from p. 432 to the top of p. 434?  Would you have modified the research approach in any way?  If so, how?

Q. 3.  Days  7 - 8

In the section on ‘The big picture: 1981–1986 versus 1958–1973 keywords’ (pp. 434-5), what do you feel about the nature of the data presented?  Do you agree with the authors’ analysis of them?

Q. 4.  Days 10  - 11

In the section on ‘ Uncovering complexity: qualitative analysis of keywords in context’ (pp. 435-8), what do you see as the authors’ main claims here?  What do you think of them, especially in relation to the overall argument (i.e., the distorted nature of the conventional picture of methods)?

Q. 5.  Day  12 - 13

What do you think the implications of the ‘Conclusion’ section (pp. 438-9) might be for i) further research and/or ii) teacher education?

 



ReSIG-supported one-day workshop: Doing Good Quality ELT Research

21/8/2014

 
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Date: 23 October 2014
Presenter: Simon Borg
Location: Hilton, Malta
Registration deadline: 1st October, 2014
Time: 09.30-16.30
Cost: 45 Euros

What does 'good quality' ELT research look like and what steps can we take as researchers to maximize the quality of the work we do? These are the central questions that this workshop will focus on. We will break the research process down into three distinct components - planning, doing and reporting - and consider ways of enhancing the quality of each. By the end of the workshop (which will be suitable for novice and more experienced researchers) participants will be aware of the criteria against which the quality of ELT research can be defined and in a stronger position to plan, conduct and publish good quality ELT research themselves. Specific issues we will discuss are:
• The good researcher
• Dimensions of research quality
• Quality in planning research
• Objectives and research questions
• Research design
• Quality in conducting research
• Enhancing quality in data collection & analysis
• Quality in reporting research
• Criteria for assessing research quality

Simon Borg has been involved in ELT for over 25 years working as a teacher, teacher educator, lecturer, examiner, researcher and consultant in a range of international contexts. After 15 years at the University of Leeds, where he was a Professor of TESOL, Simon now works full-time as an ELT consultant. He specialises in the design, delivery, evaluation and study of teacher education and development programmes, teacher research initiatives, and research methods training. He is recognised as a leading scholar in the study of language teachers and teacher education and maintains a strong academic profile through research, publications and speaking at international conferences. He is also an editorial board member for leading language education journals. Full details of his work are available at http://simon-borg.co.uk. 

09.30 Registration and welcome coffee
10.00-13.00 Workshop Part 1 
13.00-14.00 Lunch
14.00-16.30 Workshop Part 2

Further details and registration form: http://eflmalta.gov.mt/en/Pages/Conference-Registration-Form.aspx (to register for this event, select 'Thursday session €45 (09.00-16.30)' next to 'Sessions')

28 April - 9 May: Article Discussion: Engaging learners: conversation- or dialogic-driven pedagogy? ELT Journal, 68/1: 1-11

23/4/2014

 
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Dates: 28 April - 9 May
Moderator: Philip Chappell, Macquarie University, Australia
Location: https://groups.yahoo.com/neo/groups/resig/info

Link to article: http://eltj.oxfordjournals.org/content/68/1/1.full.html?etoc

Link to video: http://www.youtube.com/watch?v=AYLt-wb7PEY&list=UUJg43fASYmwa-pLlMQITVnw&feature=c4-overview

The research reported in this article was undertaken in a response to claims that Dogme ELT/Teaching Unplugged does not have any empirical research which its proponents can use to support their claims. It focuses on one of the main claims and "buzzwords" of Teaching Unplugged enthusiasts, namely, that it is "conversation-driven". While reviewing the published literature, online discussions, and numerous blogs that have hosted discussions or debates around Unplugged Teaching, I became concerned that the term was being used by different people to mean different things, and it was unclear what role spontaneous talk was actually playing in the teaching/learning process in unplugged lessons. Therefore, I developed a guiding question to focus my research, namely, "If Dogme ELT is driven by conversation, yet natural conversation is not usually possible in the classroom, what kind of talk could best support its aims?" 



Philip Chappell is a Lecturer in the Linguistics Department at Macquarie University, Australia, where he convenes the Postgraduate Certificate of TESOL. His research interests are in classroom talk, sociocultural approaches to teacher cognition, dialogic pedagogy, and professional learning for English language teachers. He is currently working on a book on interaction and pedagogic discourse in the classroom, due to be published in late 2014. He supervises research students at the Masters and Doctoral levels in TESOL-related areas. He is Editor of the English Australia Journal and actively supports ELT in Australia and the world. @TESOLatMQ (Twitter)

11-22 November : Article Discussion: Working with language learner histories from three perspectives: Teachers, learners and researchers

28/10/2013

 
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Dates: 11-22 November
Guest Moderator: Sarah Mercer, University of Graz, Austria
Location: ReSIG YahooGroup



Download article here
Sarah Mercer teaches at the University of Graz, Austria where she has been working since 1996. She completed her PhD at the University of Lancaster and her ‘habilitation’ at the University of  Graz. Her research interests include all aspects of the psychology surrounding the foreign language learning experience, focusing in particular on the self. She is the author of ‘Towards an Understanding of Language Learner Self-Concept’ published by Springer and is co-editor of ‘Psychology for Language
Learning’
published by Palgrave and ‘Multiple Perspectives on the Self’ to be published by Multilingual Matters in 2014. 

Teacher-Research Conference 27th-28th June 2014  Gediz University, Izmir, Turkey

15/6/2013

 
This two-day conference, supported by the Research SIG and hosted by Gediz University, will showcase teacher-research from across Turkey and beyond. Plenary speakers will include Anne Burns and Dick Allwright.

The call for proposals for talks and posters is now open. For this, and for further details of event, see the conference website.

Teachers Research!   1st April 2014, Harrogate, UK   (Pre-conference Event)

15/6/2013

 
'Teachers Research!’ will be a special day dedicated to research by teachers for teachers, with supportive insights from Dick Allwright and Anne Burns.


There’ll be opportunities to present, discuss, listen, learn and get feedback for:

•       people completely new to teacher-research (TR),* but interested in it;

•       people doing TR who'd like the opportunity to present informally and get some feedback (e.g. in a group / talking next to a poster to a few people);

•       people doing TR who’d like the opportunity to present relatively formally/conventionally and wouldn't mind some more public feedback;

•       people working with teachers who'd like to introduce them to TR, and who would like to discuss this informally or formally;

•       teacher educators already supporting teachers in TR, and wishing to share ideas and experience and get feedback;

•       people with ideas they want to discuss about what TR 'should' be like.

More details here

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