Unit name | Researching Language Classrooms |
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Unit code | EDUCD0064 |
Credit points | 20 |
Level of study | D/8 |
Teaching block(s) |
Academic Year (weeks 1 - 52) |
Unit director | Dr. Giampapa |
Open unit status | Not open |
Pre-requisites |
Understanding Educational Research |
Co-requisites |
Language and Communication, Testing and Assessment in Language Learning, Second Language Pronunciation and Fluency |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
This unit introduces students to the purposes and processes of research in second language classrooms in TESOL/Applied Linguistics. We explore a range of conceptual frameworks and qualitative and quantitative methodologies that are currently used for second language classroom research. A key focus is the theory-data link which is the cornerstone of sound research design. We prepare students to critique published research in this field and to design their own research studies.
In the unit we explore a wide range of approaches to second language classroom research, for example, ethnographic approaches, discourse analytic perspectives, and experimental studies. We draw on current themes in the field such as: language and identities, language use and learning, language and power, interaction and learning, and teacher and learner perspectives on classroom processes. In addition we will examine researcher role, power and ethical issues as aspects of the classroom research process.
Aims:
Students will understand:
Students will be able to:
Students will be expected to engage actively in the unit and will need to prepare and read before and during the unit. Students will be required to read the unit reading pack in preparation for the taught portion of the unit. The three-day unit will be a combination of interactive lectures, student presentations and data driven activities.
An assignment of 4,500 words (or equivalent), which identifies a research issue in language learning theory and professional practice, and evaluates the different research strategies, which form the basis for an empirical investigation.
Creese, A. (2005). Teacher Collaboration and Talk in Multilingual Classrooms. Clevedon: Multilingual Matters Ltd.
Mackey, S. & Gass, S. (2007). Second Language Research: Methodology and Design. NJ: Lawrence Earlbaum
McKay, S. (2006). Researching Second Language Classrooms. NY: Routledge.
Richards, K. (2003). Qualitative Inquiry in TESOL. Basingstoke: Palgrave Macmillan.
Toohey, K. (2000). Learning English at School: Identity, Social Relations and Classroom Practice. Clevedon: Multilingual Matters.
Walsh, S. (2006). Investigating Classroom Discourse. London: Routledge