Setting Research Priorities for EAL

[hamishc...@mac.com]

Dear NALDIC Colleagues

A huge thank you to everyone who took part in our EAL research priority setting partnership, earlier this year. For the first time of which we are aware, users of EAL research have come together to articulate what they see as the most meaningful, relevant and useful questions that can be addressed through research. This is incredibly important. If researchers are to stand the best chance of conducting research that will make a substantive difference to the educational experiences of EAL learners, it is imperative that they know what sorts of questions EAL practitioners, parents and learners want to know answers to. Thank you for your role in making this a success.

We have now come to the end of the project and are delighted to share our findings with you.

The Top 10 EAL research priorities as decided by research users like you is available to read and download here, along with a short summary report of the project, explaining how we arrived at this Top 10.

Our job is to now publicise this Top 10 among researchers and research funders, so that they can take it into account when they decide what research to conduct next.

We hope that this will make new EAL research more relevant and more helpful for you in your day-to-day interactions with EAL learners.

We hope you enjoyed taking part in this project. It was a very enjoyable and fruitful experience from our point of view. The value of involving EAL research users in the process was very clear. We really look forward to working with you again when we embark on the research that springs from this resource. We hope that you will look favourably on other opportunities for public engagement in science in the future. 

Best wishes to all

Hamish

[hamishc...@mac.com]

Continuing with our public engagement with research initiative, please see the attached poster for a bite-sized summary of the EAL research priority setting partnership.

Best wishes

Hamish 

[Graham Smith]

They are good questions and most of them are explored very effectively in Rob Sharples' new book, Teaching EAL: Evidence-based Strategies for the Classroom and School (https://www.multilingual-matters.com/page/detail/Teaching-EAL/?k=9781788924429)

Best wishes,

Graham

E: graham...@theealacademy.co.uk

W: www.theealacademy.co.uk

Twitter: @EALACADEMY

    

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[Stuart Scott]

I have just resurrected a collaborative activity which I used a few years ago around the researchers/writers/thinkers that underpin my practice. Please give it a whirl and I'd be interested who you think I have left out.

www.collaborativelearning.org/moversandshakers.pdf

Would it be a good idea to begin to share research that inspires us by producing a monthly digest with summaries. Access to research has become a lot easier recently for those of us without university membership who in the past had to spend time (a lot of time) in the British Library.

Best wishes,

Stuart

Collaborative Learning Project. A teacher network sharing talk for learning resources.

www.collaborativelearning.org

17 Barford Street, London N1 0QB 44 207 226 8885

To view this discussion on the web, visit https://groups.google.com/d/msgid/eal-bilingual/873659030.1270831.1632327932423%40mailbusiness.ionos.co.uk.

[Jonathan Brentnall]

I have long wondered if it would be possible to access and review the many Masters level certificate and diploma dissertations that teachers write on EAL topics – especially those from Bilingual Education/Teaching in Multilingual Schools courses supervised by EAL specialist colleagues.

 

I think many of these dissertations are based on direct case studies with students the teachers work with. As far as I’m aware (although I may just be ignorant of dissemination sources), most never see the light of day beyond the assessor’s desk. Though they may not have the academic rigour of PhD and Post-doc studies, or make it into academic journals, I suspect they may contain a wealth of insights.

 

Might it be possible to explore a mechanism for gathering and reviewing at least some of these small-scale studies? Anyone?

 

[Anna Tsakalaki]

Indeed many of these studies don't get published but could be looked at in a meta-analytic way, where someone groups by sample, question asked, age of participants etc and then attempts to draw some conclusions based on common grounds. The first step would be to know where to find them. Most sit on the electronic system of the university in which the dissertation was submitted. The second, would be to ask for permission to meta-analyse them. Although  I haven't attempted this myself, I'd expect it involving getting ethical approval for the researcher to see the name of the author, their contact details and to contact them to ask permission to use their study in their meta-analysis.

Perhaps a much easier way would be to do it with such dissertations already uploaded by their author on Google. As these are made public, most probably the above steps can be skipped. I'd think that these make up a small proportion of what I think you had in mind in your original suggestion though...

Best,

Anna

Get Outlook for Android

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From: 'Jonathan Brentnall' via EAL-Bilingual <eal-bi...@googlegroups.com>
Sent: Thursday, September 23, 2021 10:53:33 AM
To: EAL-Bilingual <eal-bi...@googlegroups.com>
Subject: [EAL-Bilingual;8809] Re: Setting Research Priorities for EAL

 

I have long wondered if it would be possible to access and review the many Masters level certificate and diploma dissertations that teachers write on EAL topics – especially those from Bilingual Education/Teaching in Multilingual Schools courses supervised by EAL specialist colleagues.

 

I think many of these dissertations are based on direct case studies with students the teachers work with. As far as I’m aware (although I may just be ignorant of dissemination sources), most never see the light of day beyond the assessor’s desk. Though they may not have the academic rigour of PhD and Post-doc studies, or make it into academic journals, I suspect they may contain a wealth of insights.

 

Might it be possible to explore a mechanism for gathering and reviewing at least some of these small-scale studies? Anyone?

 

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This group is managed by NALDIC, the UK's EAL Professional Association. Please visit our website for further information: www.naldic.org.uk. Twitter: @EAL_naldic. NALDIC's Privacy Policy | https://naldic.org.uk/privacy-policy
 
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A Registered Charity and Company Limited by Guarantee in England and Wales. Charity No 1110570. Company No 05159760
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[hamishc...@mac.com]

I think that MSc/MA dissertations absolutely should be taken into account. People put a lot of time and effort into creating these and for them to sit on a library shelf unseen by anyone other than the assessor is a great shame.  At Oxford we ask students to deposit their dissertations in ORA (Oxford Research Archive). See for example three dissertations that came up when I searched for EAL here https://ora.ox.ac.uk/?utf8=✓&q=EAL+MSc&search_field=all_fields. Other universities have similar repositories. Here's Oxford Brookes' https://radar.brookes.ac.uk/radar/searching.do?type=standard

This was also the  motivation for our series of plain language summaries on the NALDIC blog site, where dissertations can be summarised and links too the full documents are included.

In any systematic review that stems from the work of the PSP, we would expect grey literature of this sort to be part of the search strategy. 

A lot of good work on EAL in the British context (as opposed to the research from North America which forms the basis for much of our understanding about language learning and education, and which of course is related but not contextually identical) is done in small pockets by motivated researchers when they are Masters or PhD students. If we want EAL research to take account of our context, these University libraries and research depositories are there for the taking.

[Jonathan Brentnall]

I keep getting this message when I Reply or Reply All to Hamish and/or the EAL-Bilingual mailing list. Is anyone else having problems?

_____________________________________________
From: System Administrator
Sent: 28 September 2021 13:50
To: Jonathan Brentnall
Subject: Undeliverable: Setting Research Priorities for EAL

Your message did not reach some or all of the intended recipients.

      Subject:  Re: Setting Research Priorities for EAL

      Sent:     28/09/2021 13:50

The following recipient(s) cannot be reached:

      Hamish Chalmers on 28/09/2021 13:50

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      EAL-Bilingual (eal-bi...@googlegroups.com) on 28/09/2021 13:50

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[Nandhaka Pieris]

 Hi Jonathan,

It is not being held up on the EAL-Bilingual end - messages marked as spam are held by Google for moderation. Looking on Google, it seems to be a problem that some BT customers have experienced. It seems to have be resolved for them by contacting BT and either addressing an ISP or Outlook (if you use that) issue. You'll find more by Googling the exact error message (search for "550 spam, or phishing or malware. Please check or edit your message and try sending it again. (6-1-3-2)").

The last message we received from you before this one was 5 days ago.

From your email, I'm not sure if you've tried this already, but you could try only leaving the eal-bilingual address in the "To" field when you reply to all, as sending only to EAL-Bilingual will still reach everyone in the chain. I would also suggest running a full system scan of your computer. If you are using Outlook, you could try via BT's webmail system, or launching Outlook in Safe Mode.

Nandhaka

NANDHAKA  PIERIS

Director / Trustee & Secretary | NALDIC, the national subject association for EAL

Teacher & Master i/c Fencing | Bedford School

Private Tutor

Twitter: @N4N_P  |  LinkedIn: https://uk.linkedin.com/in/nandhakapieris  |  Web: nandhaka.com

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[Robene Dutta]

In my days, all MA level dissertations were archived at the Uni library. (I led the MA International Business at London Met for many years, unique for its underlying theme of taking a cultural approach.)

There were many gems. New students were ask to evaluate, as part of their ‘Research Methods’ core module, selected dissertations in their desire to aim higher!

An example was Nariman Skakov’s dissertation on a ‘utilitarian approach in Business Ethics, comparing Russian and British Societies through the novels of Dickens Great Expectations and Dostoevesky’s Crime and Punishment….

Routledge used to run a yearly competition for ‘the best Master’s Dissertation in International Business’ and Nariman just lost out to Claudia Schippmann at Warwick.

 

May I take this moment to remind MA Course Tutors that Mantra Lingua has a number of topics that students could consider. As a policy we offered to support PhD students on our ‘About Us’ page without any takers; so now maybe we could consider supporting a prize (refereed by Practitioners and Academics) to generate the buzz in EAL topics for dissertations.

To view this discussion on the web, visit https://groups.google.com/d/msgid/eal-bilingual/e55b9e18-39f2-4dda-adc1-d0a395f05e79n%40googlegroups.com.

[Deborah Wilcock]

Thank you for the resource, which will be helpful for me in the future.

Great timing as I am looking at videos on YouTube showing conversations between Stephen Krashen and Steven Kaufmann.

Steve Kaufmann has a great website lingq.com which has resources for learning languages at various levels. 

Also Krashen recommended bookmooch.com where books are free , you just pay postage sending the books to other people and then gain credits.

Krashen also recommended ESLpod.com but you have to subscribe and the sample sounds very American . 

Deborah 

All new to me! 

Sent from my iPad

On 23 Sep 2021, at 09:48, Stuart Scott <stuart...@collaborativelearning.org> wrote:



I have just resurrected a collaborative activity which I used a few years ago around the researchers/writers/thinkers that underpin my practice. Please give it a whirl and I'd be interested who you think I have left out.

www.collaborativelearning.org/moversandshakers.pdf

Would it be a good idea to begin to share research that inspires us by producing a monthly digest with summaries. Access to research has become a lot easier recently for those of us without university membership who in the past had to spend time (a lot of time) in the British Library.

Best wishes,

Stuart

Collaborative Learning Project. A teacher network sharing talk for learning resources.

www.collaborativelearning.org

17 Barford Street, London N1 0QB 44 207 226 8885

On Wed, Sep 22, 2021 at 5:25 PM Graham Smith <graham...@theealacademy.co.uk> wrote:

They are good questions and most of them are explored very effectively in Rob Sharples' new book, Teaching EAL: Evidence-based Strategies for the Classroom and School (https://www.multilingual-matters.com/page/detail/Teaching-EAL/?k=9781788924429)

Best wishes,

Graham

E: graham...@theealacademy.co.uk

W: www.theealacademy.co.uk

Twitter: @EALACADEMY

<noname>

    

To view this discussion on the web, visit https://groups.google.com/d/msgid/eal-bilingual/CAEp7rSm9HsVrtjUyQG5vguP8tfaPrwi0SdgTqag%2BhX%3D1v91GaA%40mail.gmail.com.