S021 2/2 | Collaborative Research In Language Education: Reciprocal Benefits And Challenges

S021 2/2 | Collaborative Research in Language Education: reciprocal benefits and challenges

August 16, 2021 02:30 PM - August 16, 2022 06:00 PM(Europe/Amsterdam)

20210816T1430 20210816T1800 Europe/Amsterdam S021 2/2 | Collaborative Research in Language Education: reciprocal benefits and challenges Language Education (LE) at all levels benefits from research in a multitude of ways. Conversely, educational practices and experiences offer fertile ground for research into language learning, teaching and different forms of assessment of language development and use. Considering the two aspects of practice and research, and their interaction, it becomes obvious that research in LE is a reciprocal venture, with mutual benefits for all actors involved, where theory and practice meet and develop, jointly as well as individually. The proposed symposium aims to gather colleagues from different fields of LE with experiences from research that actively involves teachers, teacher educators and students of different ages and various backgrounds. We welcome proposals of presentations of results from research projects that aim at influencing theory and practice of learning, teaching and assessment in substantial and sustainable ways, as well as critical discussions of problematic aspects of collaborative research, for example research ethics. Furthermore, reflections at the conceptual and structural levels, focusing, for example, on theory development as well as on the influence of educational planning in relation to outcomes at local, national, and international levels are of great interest. Room 1 AILA 2021 aila2021@gcb.nl

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Language Education (LE) at all levels benefits from research in a multitude of ways. Conversely, educational practices and experiences offer fertile ground for research into language learning, teaching and different forms of assessment of language development and use. Considering the two aspects of practice and research, and their interaction, it becomes obvious that research in LE is a reciprocal venture, with mutual benefits for all actors involved, where theory and practice meet and develop, jointly as well as individually. The proposed symposium aims to gather colleagues from different fields of LE with experiences from research that actively involves teachers, teacher educators and students of different ages and various backgrounds. We welcome proposals of presentations of results from research projects that aim at influencing theory and practice of learning, teaching and assessment in substantial and sustainable ways, as well as critical discussions of problematic aspects of collaborative research, for example research ethics. Furthermore, reflections at the conceptual and structural levels, focusing, for example, on theory development as well as on the influence of educational planning in relation to outcomes at local, national, and international levels are of great interest.

From research to a national curriculum: The case of a lexical syllabusView Abstract Watch Recording 0

Featured 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC

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This presentation discusses research findings that contributed to the Lexical Syllabus construction in the Israeli schools: Optimal lexical targets, learners' vocabulary knowledge, treatment of vocabulary in textbooks, and factors that affect vocabulary learning. The project involved a collaboration of researchers with teachers, textbook writers, curriculum planners, and assessment specialists.

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Improving Second Language Education through Intensive German Weeks: An Action Research Collaboration between Teachers and ResearchersView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC

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Second language teachers design lessons to promote oral language production. One Canadian Bilingual Program has introduced Intensive German weeks in which they study the use of strategies from the Neurolinguistic Approach. Our action research highlights collaborative learning, but also the need for mutual understandings around research design and knowledge dissemination.

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Teachers as co-designers? Lessons learned from collaboration in a design-based research on reading comprehension instructionView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC

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Insights from scientific reading research only partially resonate in curricular materials for reading comprehension instruction. Design-based research (DBR) is considered a way to bridge this research-practice gap, as it requires close teacher-researcher collaboration. We report about the collaboration difficulties and mutual benefits of engaging co-designing teachers in a DBR-project.

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Developing effective language education practices in the multilingual classroom: a project combining research, teacher training and classroom activitiesView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC

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Osservare l’Interlingua is a teacher training and action-research initiative aiming to produce, implement and assess activities for observing pupils' language development and devising relevant educational interventions based on the interlanguage approach. Teachers and researchers collaborate along the entire process. Some empirical results on the effectiveness of this approach are presented.

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Young students’ language choice in Swedish Compulsory school - expectations, learning and assessmentView Abstract Watch Recording 0

Standard 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC

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In collaboration with students and teachers in three different language classrooms, this case study investigated the choice of a second foreign language in Swedish elementary school. The study explored students’ beliefs related to language learning, learning practices and language assessment at an early stage in the learning processes.

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Authenticity and emotions in language teaching: A collaborative investigationView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC

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Authenticity is the experience of acting (or not acting) in ways that appear as ‘true to oneself’. In a professional development project, English teachers in Sweden explored authenticity experiences in teaching practice, and associated emotions. For the teachers, findings provided empowering insights. For research, they highlight need for continued investigation.

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Teachers, students and teacher educators as language-policy makers: A nexus analysis of research in multilingual schools and classroomsView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC

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We present the MultiLingual Spaces research project, involving four researchers (also teacher trainers), six L2 English teachers and their students at four secondary schools in Sweden. The study is based in the ethnographic discourse-analytic framework Nexus Analysis (Scollon & Scollon, 2004), focusing on teacher and student cognition, classroom language practices and vocabulary learning in multilingual L2 English classrooms. Over time, the researchers brought pedagogical translanguaging into the classrooms. The presentation focuses on how we met methodological challenges inherent in classroom research and on the affordances of Nexus Analysis for studying researcher, teacher and student agency.

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(Re)imagining the Future of Translanguaging Pedagogies in TESOL through Teacher-Researcher CollaborationsView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/16 12:30:00 UTC - 2022/08/16 16:00:00 UTC

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In this presentation we argue that teacher-researcher collaborations hold the promise of embracing translanguaging pedagogies in TESOL classrooms. We propose a conceptual framework to call for both parties to develop translanguaging co-stances, and make translanguaging co-designs and co-shifts. We then share our own collaborative endeavors and end with pedagogical implications.

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