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‘I don’t ever want to leave this room’: benefits of researching ‘with’ children./ Annamaria Pinter, Samaneh Zandian.
// ELT journal. 2014, Vol. 68, No. 1. 2014.tr. 64-74. This paper considers an alternative perspective to complement the existing body of research in child EFL/ESL. This perspective assumes that children’s views are different from those of adults, and, since children are ‘experts’ of their own lives, it is worthwhile for adults to explore innovative ways in which their unique experiences and perspectives can be uncovered. The paper reports on the two authors’ joint research projects in which children have been involved in various participatory activities. Using short extracts taken from conversations between an adult researcher and the children, we attempt to illustrate some of the benefits of researching ‘with’ children. The data indicate that children exercise their agency by shaping the research activities in their own ways, making spontaneous comments, asking unexpected questions, and selecting topics they find relevant. We also consider some of the challenges involved in this type of research, but conclude by recommending that working with children ‘collaboratively’ in research projects is an excellent learning experience for teachers, researchers, and children alike.
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Action research facilitated by university–school collaboration./ Rui Yuan, Icy Lee.
// ELT journal. 2015, Vol. 69, No. 1. 2015.tr. 1-10. While Action Research (AR) is promoted as a powerful route for teachers’ professional development, different contextual challenges may arise during the process; teachers may be helped to overcome these challenges with the guidance of external facilitators. Drawing on data from interviews and the teachers’ AR reports, this article explores how two EFL teachers conducted AR by participating in a university–school collaborative project. Findings of the study show that with the scaffolding provided by university researchers, the teachers changed their conceptions about research and coped with different contextual constraints in their AR, leading to professional learning and development. This study concludes with some implications about how AR can be used to promote teachers’ continuing professional development.
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Can a teacher certification scheme change ELT classroom practice? / Tae-hee Choi, Nick Andon.
// ELT journal. 2014, Vol. 68, No. 1. 2014.p. 12-21. From 1994, the South Korean government has implemented a series of innovations to change English language education from teaching about English to developing students’ communicative competence in English. This paper discusses the impact of a teacher certification scheme, one such innovation. The scheme is examined from three perspectives: its design, implementation, and perceived future impact. The discussion draws on documents from the certification scheme, lesson plans, video-recordings, and assessment results from assessed lessons for four candidates and interviews with these teachers. Analysis of this data shows that the scheme has the potential to make future classroom practice more communicative. However, there are a number of factors which seriously inhibit the impact of this scheme and which have implications for future innovations of this type. These include ineffective communication with teachers about the innovation, teachers’ perceptions of the relevance of the promoted practice, and the degree of compatibility between the innovation and its wider educational context.
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Chinese ESOL lecturers’ stance on plagiarism: does knowledge matter./ Jun Lei, Guangwei Hu.
// ELT journal. 2014, Vol. 68, No. 1. 2014.tr. 41-51. Research and discussion on plagiarism have focused predominantly on ESOL students with little attention paid to ESOL teachers. This article reports a study of Chinese university English lecturers’ knowledge of and stance on two intertextual practices (i.e. unacknowledged copying and unattributed paraphrasing) regarded as plagiarism in Anglo-American academia, and, consequently, in the wider international academic community. Drawing on 117 Chinese university English lecturers’ ratings of three short English passages and open-ended justifications of their ratings, the study found that around two-thirds and two-fifths of them recognized unacknowledged copying and paraphrasing as plagiarism, respectively, and held clearly punitive attitudes towards detected plagiarism. It also revealed that while there was a broad consensus of opinion about unacknowledged copying, understandings of unattributed paraphrasing appeared divergent and ambivalent. These findings not only call into question essentialized views of plagiarism that stereotype cultures as either condoning or condemning plagiarism but also suggest a need to raise Chinese university English lecturers’ awareness about Anglo-American notions of plagiarism.
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