Page 21 - ELG1601 Aug-Sep Issue 439

August / September 2016 ELresearch Page 9

Research round-up

wo topics animate newsroom discussions at the Gazette: one is politics,
the other is language learning. While it’s hard to imagine us running out of
Tissues to discuss in politics, keeping our language learning debates alive and
relevant requires some research. That is one of the reasons why we, in our edi-
tor’s words, read an ‘inordinate amount’ of research papers – mostly in the field of
applied linguistics and education – and conduct surveys such as the one on the
previous page.
The other more serious reason is that current research is the lifeblood of classroom
practice. With our Research News in Brief we wish to inspire teachers and foreign
language aficionados alike – and the section will grow as we dedicate more space to
evidence-based teaching.

Secrets of ELL success

There are ever-increasing each school works to ensure professional development. Staff Courtesy temptationize
numbers of english language that every student can and will collaboration is ‘frequent and
learners (eLLs) in US schools, succeed. ‘Instruction is tremen- well supported’.
constituting almost 10 per cent dously rigorous, and there is an 3. Ongoing, intentional HIDDEN LEARNING A recent study in PLoS ONE showed a link between watching
of all US public school students extremely high level of support assessment: structured to allow foreign films and improvements in vocabulary, listening and plot comprehension
in 2013–14, according to the provided to help these students teachers to effectively plan to
National Centre for education meet this level of rigor.’ extend their students’ capabili-
Statistics. New policies are being 2. The mission guides all ties and to create opportunities The skill of subtitling
created to supporting bilingualism decisions: from scheduling of for success. Families are always
and biliteracy. however, these stu- classes to recruitment. involved.
dents generally still significantly 3. A mind set of continuous 4. Intensive social and emo- a reCeNT study published in results showed vocabulary size and further research is neces-
underperform compared to their improvement: management tional support: mentoring is the open-access journal PLoS improving by nearly 9 per cent sary, but initial findings offer an
native-speaker peers. and planning are data-driven, ‘abundant’, families are con- ONE showed a link between with no subtitles and 6 per cent interesting insight into how foreign
Some schools do manage to no assumptions are made about tacted often and in their home watching foreign language films with english subtitles. Plot com- language films can help improve
support the development of eng- the student body and its needs. language, the school ensures and improvements in vocabulary, prehension scores improved L2 vocabulary and listening. n
lish language proficiency along Students share this attitude, and families and students are well listening and plot comprehension. best with Spanish subtitles, a
with high academic achieve- are encouraged to reflect on their connected to support services Sixty students from Cambridge 93 per cent comprehension rate. Birulés-Muntané J, Soto-
ment. a research group from achievements. (health, housing, food security, University, all of whom spoke The students’ listening scores Faraco S (2016) Watching
Stanford University set out to 4. Shared responsibility: etc.) in their community. a romance language and had improved by nearly 17 per cent Subtitled Films Can Help
discover where best practice each and every stakeholder takes 5. A Clil-based approach: already been studying english, with english subtitles, 7 per cent Learning Foreign Languages.
lies, and to show how this could responsibility for the students’ the language framework is inte- watched a single episode of Down- with no subtitles and 0 per cent PLoS ONE 11(6): e0158409.
be implemented nationwide. success. There is a high level of grated with academic content, ton Abbey in english with either with Spanish subtitles. doi:10.1371/journal.
In their paper ‘Schools to community involvement. includes overt language learning english, Spanish or no subtitles. The study used a small sample pone.0158409
learn from: how six high schools 5. Attention to students’ and practising analytical skills.
graduate english language needs and capabilities: what There is consistent co-planning
learners college and career they are capable of doing, not just between eSL instructors and
ready’ the group presents six what they are able to do. every- subject teachers, while class-
case studies. These six public thing starts with the students room language use is carefully
high schools have demonstrated – the school and its practices are planned.
‘extraordinary academic out- designed around them. 6. Carefully crafted learning
comes for eLLs’. all adhere to 6. A strong sense of pride structures: for example block
what is known as the Castañeda in cultural diversity: lan- schedules, after-school sup-
standard: english proficiency guages are seen as an asset, port and small classes. Staff are
programmes are based on sound and the school invests time and always on hand to help students.
educational theory, sufficiently resources to understand the lived 7. Strategic community
resourced and regularly evalu- experiences of students. partnership: schools work
ated. More fundamentally, as well as the shared values with community organisations
they are designed around eLL which shape student experience, to expand the existing practices
needs, and employ practices and the schools all employed seven and afford students more oppor-
structures tailored to benefit all elements for school design tunities to succeed.
students, not just eLLs. which change the structure of as the authors commented,
What do these schools do so the school to suit learners’ needs. quality preparation for college
well? The researchers worked in 1. Passionate, strategic and and career doesn’t need to be a
teams to examine each school’s mission-driven leadership: privilege bestowed upon the most
system and practices – observing leadership teams are ‘tireless fortunate – it can be available to
classes, interviewing teachers, to move forward’, constantly all students when ‘school commu-
students and parents, and review- reflect on their work and also all nities are fully engaged and fully
ing key documents. They boiled teach classes. committed to enacting a clear,
down their findings to a recipe for 2. Strategic staffing: staff are coherent and equitable vision’. n
success divided between ‘school culturally matched to the stu-
values’ and ‘school design’. dents and the school. Staff often Read the full study at: http://
The six shared values which speak the students’ languages, ell.stanford.edu/sites/default/
guide management decisions are: have significant international files/Schools%20to%20
1. An ambitious mission: experience and value continuous Learn%20From%20.pdf

Filtering out the criticism

There IS no definitive recipe occur, self-reflection is essen- a pivotal effect in the long term.
for a perfect professional train- tial. The authors found that They suggest that to improve the
ing programme. however, the self-reflection can be triggered sustainability of teachers’ learn-
authors of this study suggest that, by two training practices: par- ing experience, professional
by understanding how teach- ticipant-based training (active learning programmes could
ers change as a result of such learning, activities like role include modules on how to
programmes, more effective plays, etc.), which fosters teach- manage student motivation (for
practices could be implemented. ers’ empathy with their students, example, negative attitudes to
In this qualitative case study and use of L2 as a medium L2 use in class), foster teach-
ten primary school teachers were of instruction. Self-reflection ers’ self-efficacy and implement
monitored after having attended triggers changes in teachers’ a follow-up routine with pro-
a seminar which focused on pedagogical beliefs, which in fessional trainers supporting
communicative language teach- turn manifest in changes in teachers after the programme. n
ing, use of L2 in the classroom teachers’ classroom practice.
and self-reflection. The authors But how long does it last? Sahin, I & Yildrim, A (2015)
used classroom observation and The authors observed that Transforming professional
pre- and post-observation inter- perceived student attitudes to learning into practice. Oxford
views. teacher change, teacher self-effi- University Press – ELT Journal
For any transformation to cacy and teacher motivation had Volume 70/3 July 2016

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