Universidad Pedagógica y Tecnológica de Colombia, Tunja
Maestría en Enseñanza de Idiomas
COURSE: SEMINAR ON RESEARCH
PROFESSOR: ALVARO HERNÁN QUINTERO POLO, M.A.
TELEPHONE NUMBER: 3123798911
SCHEDULE: Saturdays, 8-6 pm
DATE: February 8, 2014
DESCRIPTION and JUSTIFICATION
A need of being able to understand and add more knowledge of the daily interaction in and outside of the language classrooms is a starting point in the reflection that guides this seminar. As a continuation and interrelation with other subjects of the MA program, this course proposes the use of strategies to conduct research which the participants can use to examine language in educational contexts.
This research seminar gathers and welcomes a variety of approaches to language education research in order to explore and understand issues related to language teaching and learning in educational contexts, in an understanding that an “educational context” goes beyond the classroom.
This seminar is justified on the premise that students have already acquired a basic theoretical background about research. Participants will have the opportunity to examine the tenets of research converted into practical activities. This approach will fuse theory and practice and will provide opportunities for students to examine the applicability of research, as a potential tool for reflective language teaching in classroom settings. The overarching goal of this seminar is to provide students with the opportunity to consolidate their research interest and carry out their projects.
In this seminar course participants will
· broaden the conception of qualitative research.
· present and discuss their research proposals.
· deepen the theoretical and practical aspects required for undertaking their research projects (consolidating the literature review, the instructional and the research design)
· gain practical skills for using and researching language education along with an appreciation of the theoretical basis for such an approach
· prepare an academic presentation for the MA Round Table that shows the process and results of carrying out research projects.
· Reports on the research projects
· Revision and refinement of the literature review, the pedagogical innovation and the research design.
· Instruments for data collection, analysis, preliminary findings in relation to refined literature review
· Ethical issues when conducting research
· Issues connected to: the exploration of language teaching and learning within educational contexts
· Research proposal writing
The seminar will basically be developed through teacher and student-led discussions and workshops. Students will work cooperatively in small groups in which they will have opportunities to discuss areas of concern. It is expected that everybody contributes to the improvement of peers’ research proposals.
Practical activities will be assessed through group work and performance in workshops. Course participants are also expected to write reports on the aspects proposed for specific issues under investigation.
Quality Participation and Attendance. One of the pillars of this seminar is collaborative work. Therefore, students are expected to work together in order to mutually search for understandings, meanings, and solutions to refine their research proposals. Additionally, students are expected to write responses to readings included in the seminar program and readings choosen by them.
Research Design. Students will orally describe the relation among main theoretical constructs, type of study, context, participant selection, ethical issues, instruments for data collection and data analysis process. Samples of the instruments for data collection should be included along with a report on the piloting of these instruments.
Due date: February 15 th
Instructional Design. This oral presentation must synthesize the pedagogical principles of the innovation or action plan. It must also include a description of the tasks proposed and their sequence. Copies of the instructional tasks/activities must be included.
Note: Those projects that do not include an intervention will be evaluated on the basis of the theoretical and research constructs behind the project
Due date: March 8th
Presentation in the MA Round Table. Students will present their proposals to the academic community. The presentation includes an explanation on the statement of the problem, the questions, the justification, the theoretical tenets that support the project, the instructional and research design and the preliminary findings. People attending the presentations will fill out an evaluation form. Also, students will self-rate their performance. The average that results from adding the two instruments will constitute the final grade.
Due date: March 22nd
Final paper. Students will present orally and submit their Chapter of the analysis of data.
Due date: May 3rd
BASIC AND COMPLEMENTARY BIBLIOGRAPHIC REFERENCES:
Atkinson, P. & Coffey, A. (2001) Revisiting the relationship between participant observation and interviewing in Gubrium, J.F. & Holstein, J.A. (Eds) Handbook of interview research. Context and Method. Thoousand Oaks, CA.: Sage Publications.
Arhar, J. M., Holly, M. L. and Kasten, W. C. (2001). Action Research for Teachers. Traveling the Yellow Brick Road. N. J.: Merrill Prentice Hall.
Bell, J. (1987) Doing Your Research Project: A Guide for First Time Researchers in Education and Social Science. Milton Keynes: Open University Press.
Burns, A. (1999) Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.
Celce-Murcia, M. & Olshtain, E. (2004) Discourse and Context in Language Teaching. A Guide for Language Teachers. Cambridge: Cambridge University Press
Cohen, L. and Manion, L. (1994) Research Methods in Education. London: Routledge.
Dey, I. (1993). Qualitative data analysis. A user-friendly guide for social scientists. London: Routledge
Fairclough, N. (2003) Analysing Discourse. Textual Analysis for Social Research. London: Routledge
Flippo, R.F. (ed.) (2001) Reading Researchers in Search of Common Ground. Newark, Delaware: International Reading Association.
Freeman, D. (ed.) (1998) Doing Teacher Research. From Inquiry to Understanding. Boston: Heinle and Heinle.
Gee, J.P. (2001) An Introduction to Discourse Analysis. Theory and Method. London: Routledge
Hopkins, D. (1993) A Teacher's Guide to Classroom Research. London: Open University Press.
Hornberger, N.H. and Corson, D. (Eds.) (1997) Encyclopedia of Language and Education. Volume 8. Research Methods in Language and Education. Boston-London: Kluwer Academic Publishers.
Hubbard, R. and Miller P., B. (1993) The Art of Classroom Inquiry. Portsmouth: Heinemann.
Hubbard, R. and Power, B. M. (1999) Living the Questions. A Guide for Teacher-Researchers. York, Maine: Stenhouse.
Hutchinson, T. & Waters, A. (1993) English for specific purposes: a learning-centered approach. Cambridge: Cambridge University Press.
Jordan, R. (1997) English for academic purposes: a guide and resource book for teachers. Cambridge: Cambridge University Press.
Lankshear, C. & Knobel, M. (2004) A handbook for teacher research From design to implementation. Glasgow: Open University Press
Lincoln, Y. S. and Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage.
Merriam, S. B. (1988) Case Study Research in Education. San Francisco: Jossey-Bass Publications.
Monette, D.R., Sullivan, T.J., DeJong, C.R. (1998) (4th Edition) Applied Social Research Tool for the Human Sciences. Northern Michigan University: Harcourt Brace College Publishers.
Nevárez-La Torre, A. A. (1999). Developing Voice: Teacher Research in Bilingual Classrooms. Bilingual Research Journal, 23:4, 319-338.
Nunan, D. (1989) Understanding Language Classrooms: A Guide for Teacher-Initiated Action. Hertfordshire: Prentice Hall International.
Nunan, D. (1992) Research Methods in Language Learning. Cambridge: Cambridge University Press.
Savenye, W. & Robinson, R. Qualitative research issues and methods: an introduction for educational technologists in The Association for Educational Communications and Technology (2001) The handbook of research for educational communications and technology. Bloomington: AECT
Seidman, I. (1998) Interviewing as Qualitative Research. A Guide for Researchers in Education and Social Sciences. New York: Teachers College Press.
Seliger, H and Shohamy, E (1989) Second Language Research Methods. Oxford: Oxford University Press.
Strauss, A. and Corbin, J. (1990) Basics of Qualitative Research. Grounded Theory Procedures and Techniques. London: Sage Publications.
Thomas, M. (2009) Ethical issues in the study of second language acquisition: resources for teachers. Second Language Research, 25/4 (p. 493-511)
Wallace, M. (1998) Action Research for Language Teachers. Cambridge: Cambridge University Press.