UPTC Seminar on Methods for Language Education Research

UNIVERSIDAD PEDAGÓGICA Y TECNOLÓGICA DE COLOMBIA, TUNJA

SCHOOL OF EDUCATION SCIENCES

M.A. IN LANGUAGE TEACHING

 

SEMINAR ON METHODS FOR LANGUAGE EDUCATION RESEARCH

PROGRAM 2013-2

  

 

PROFESSOR:                ÁLVARO HERNÁN QUINTERO POLO

TELEPHONE Nº:           3123798911

E-MAIL ADDRESS:         quinteroalvaro@yahoo.com

NUMBER OF HOURS:     40

DATES:                      August 10th – November 9th

 

DESCRIPTION

This seminar is set as the continuation of a previous introduction to research in language education. The emphasis in this seminar is on methods of both types: research and data collection, that derive from the research paradigms and varied research approaches to enquire into language education. The participants in the seminar are encouraged to make informed decisions upon the strategies to manage and analyze data that lead to find answers to research questions. The sessions will give a theoretical and practical foundation. The theoretical part will be conducted through discussions and presentation of readings about a particular step of the research process along with articles that exemplify that step. The practical portion will be conducted by students by applying the theory to their research project.

 

JUSTIFICATION

Language education is a field that counts on the language teacher-researchers’ contributions of new knowledge about issues in that field. New knowledge creation is one of the research activities that result from data management and analysis. This activity calls for the adoption of a critical perspective and social sensitivity in order to account for naturally occurring phenomena in educational contexts. This seminar then constitutes a space for the reflection and sharing of experiences related to methods for data management and analysis in an informed way.


OBJECTIVES

Main

1.    To raise awareness in language teachers about the need to adopt, adapt, or create research methods in the field of language education.

2.    Develop knowledge and understanding in language education research methodologies.

 

Specific

By the end of the seminar, the participants are expected to:

1.    Explain their decisions on a research method to address own research problem

2.    Describe and explain a research design that incorporates their decisions on a method to address own research problem

 

TOPICS

 

  1. The concordance between research problems and research methods in the field of language education
    1. Research problems and types of studies in the field of language education
    2. Research paradigms and approaches to address problems in the field of language education
  2. Data management
    1. Research problems and types of data needed to address them
    2. Data and types of instruments and procedures to collect them
  3. Data analysis
    1. Data organization
    2. Data reduction
    3. Data categorization
  4. Research design
    1. The elements of a research plan
    2. Ethical issues

 

METHODOLOGY

This course uses the methodological alternative of a seminar. The seminar proposes an atmosphere for its participants to reflect and share their  experiences in defining a research method that fits their own purposes. The professor acts as a guide and moderator of the seminar activities. There are also opportunities for the participants to share their insights gained after reading the assigned articles or chapters.


ASSESSMENT

 

Participation & attendance

Quality Contributions to peers’ presentations     

All sessions

15%

Reading presentation & discussion

Sharing of insights that provoke discussion based on assigned readings.

All sessions

25%

Report on the concordance between research problem and a research paradigm and approach.

Spoken presentation that contains:

·         An explanation of the reasons for selecting paradigms and approaches to research the problems that are part of thesis projects.

·         At least 5 theory-based (global) and 5 research-based (local) references that support the explanation.

Aspects of form:

·         Academic language

·         3 PowerPoint slides maximum

·         5 minutes maximum

·         Academic language

·         non-casual attire    

Due on October 5th

30%

Report on a research design that incorporates particular methodologies to address own problems

Written report that contains:

·         Introduction of a research design that matches genuine research problems

·         Description of particular research approach

·         Explanation of particular research methodologies

·         At least 5 theory-based (global) and 5 research-based (local) references that support the explanation

Aspects of form:

·         Word document

·         5 pages of contents and 1-2 pages for bibliography and /or annexes.

·         Double spaced

·         Arial, 12 font size

·         Do not include cover pages

Due on November 9th

30%


COURSE PLANNER

 

SESSION DATES

TOPIC/ACTIVITY

STUDY QUESTIONS

READING ASSIGNMENT

SESSION 1

August 10

8-6 pm

 

Program introduction & general guidelines

Review of papers submitted in introductory research seminar (previous semester)

 

Seminar program (digital copy on Internet)

SESSION 2

September 7

8-6 pm

The concordance between research problems and research methods in the field of language education

S-teachers’ presentations &  Professsor’s lecture

How does the research problem that I have stated match the types of studies in the field of language education?

Johnson, B. & Christensen, L. (2004) Educational research, quantitative, qualitative, and mixed methods. New York: Pearson. Introduction

Verburgh  et al (2007). Investigating the myth of the relationship between teaching and research in higher education: A review of empirical research. Stud Philos Educ  26:449–465

What research paradigms and approaches can serve the purpose to address the problem that I have stated in the field of language education?

Marshall. C. & Rossman, G. (1999) Designing qualitative research. Thousand Oaks: Sage Publications Inc.. CHAPTER 4

Johnson, B. & Christensen, L. (2004) Educational research, quantitative, qualitative, and mixed methods. New York: Pearson CHAPTER 2

Faux, R. (2004). The Coming of Age of a Qualitative Researcher: The Impact of Qualitative Research in Education Past, Present, and Future. Judith Preissle in Conversation With Robert Faux [106 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5(3), Art. 20

Johnson, B. & Christensen, L. (2004) Educational research, quantitative, qualitative, and mixed methods. New York: Pearson CHAPTER 14

Independent work

Research article evaluation

What do other studies present as a contribution to my study?

Trahar, S. (2009). Beyond the Story Itself: Narrative Inquiry and Autoethnography in Intercultural Research in Higher Education [41 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 10(1), Art. 30

Wyse, D. (2003) The National Literacy Strategy: a critical review of empirical evidence. British Educational Research Journal, Vol. 29, No. 6

Wolgemuth, J. et al (2003). A critique of research on women published in the community college journal of research and practice: 1990_2000. Community College Journal of Research and Practice, 27: 757–767

Nassaji, H. (2011). Issues in Second-Language Reading: Implications for Acquisition and Instruction. Reading Research Quarterly.  46(2).  pp. 173–184

Chamot, A. (2005). Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics  25, 112–130

SESSION 3

October 5

8-6 p.m. 

Data management

S-teachers’ presentations &  Professsor’s lecture

What type of data is required to understand the research problem that I have stated?

How can such data be collected?

Felderman, C. (2010). What's REALLY Going On: Teacher Research in a 2nd-grade Classroom. Childhood Education; 2010; 86, 5 pg. 335

Johnson, B. & Christensen, L. (2004) Educational research, quantitative, qualitative, and mixed methods. New York: Pearson CHAPTER 6

Spoken report on the concordance between research problem and a research paradigm and approach

SESSION 4

October 19

8-6 p.m.

Data analysis

How can the analysis of data in my study be done?

Lifang , Z. (2008). Research Methods in the Study of Influencing Factors on L2 Writing Performance. Canadian Social Science Vol.4 No.6, 66-74

Independent work

 

Research design & Ethical issues

 

S-teachers’ presentations &  Professsor’s lecture

 

What do you need in order to frame an appropriate research design in your graduation work proposal?

Lankshear, C. & Nobel, M. (2004) A handbook for teacher research From design to implementation. Glasgow: Open University Press. CHAPTER 2

What ethical issues should you deal with?

Johnson, B. & Christensen, L. (2004) Educational research, quantitative, qualitative, and mixed methods. New York: Pearson Chapter 4

Thomas, M. (2009) Ethical issues in the study of second language acquisition: resources for researchers. Second Language Research 25,4; pp. 493–511

SESSION 5

November 9

8-6 p.m.

Written report on a research design that incorporate particular methodologies to address own problems

 

REFERENCES

Chamot, A. (2005). Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics  25, 112–130.

Faux, R. (2004). The Coming of Age of a Qualitative Researcher: The Impact of Qualitative Research in Education Past, Present, and Future. Judith Preissle in Conversation With Robert Faux [106 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5(3), Art. 20,

Felderman, C. (2010). What's REALLY Going On: Teacher Research in a 2nd-grade Classroom. Childhood Education; 2010; 86, 5 pg. 335

Johnson, B. & Christensen, L. (2004) Educational research, quantitative, qualitative, and mixed methods. New York: Pearson

Lankshear, C. & Knobel, M. (2004) A handbook for teacher research From design to implementation. Glasgow: Open University Press

Lifang , Z. (2008). Research Methods in the Study of Influencing Factors on L2 Writing Performance. Canadian Social Science Vol.4 No.6 2008 66-74

Marshall. C. & Rossman, G. (1999) Designing qualitative research. Thousand Oaks: Sage Publications Inc.

Nassaji, H. (2011). Issues in Second-Language Reading: Implications for Acquisition and Instruction. Reading Research Quarterly.  46(2).  pp. 173–184

Thomas, M. (2009) Ethical issues in the study of second language acquisition: resources for researchers. Second Language Research 25,4; pp. 493–511

Trahar, S. (2009). Beyond the Story Itself: Narrative Inquiry and Autoethnography in Intercultural Research in Higher Education [41 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 10(1), Art. 30

Verburgh  et al (2007). Investigating the myth of the relationship between teaching and research in higher education: A review of empirical research. Stud Philos Educ  26:449–465

Wolgemuth, J. et al (2003). A critique of research on women published in the community college journal of research and practice: 1990_2000. Community College Journal of Research and Practice, 27: 757–767

Wyse, D. (2003) The National Literacy Strategy: a critical review of empirical evidence. British Educational Research Journal, Vol. 29, No. 6

 

JOURNALS

·         Profile (Universidad Nacional de Colombia)

·         CALJ (Universidad Distrital)

·         Enunciación  (Universidad Distrital)

·         Íkala (Universidad de Antioquia)

·         Lenguaje (Universidad del Valle)

·         Folios (Universidad Pedagógica Nacional)

·         Matices (Universidad Nacional de Colombia)

·         Signo y Pensamiento (Pontificia Universidad Javeriana)

·         Actualidades Pedagógicas (Universidad de La Salle)

·         Revista de Investigación (Universidad de La Salle)

·         Investigación Educativa y Formación Docente (Universidad El Bosque)

·         How  Journal (ASOCOPI)

 

ONLINE RESOURCES

·         http://writing.berkeley.edu/tesl-ej/ej33/toc.html

·         http://www.clcrc.com/pages/cl-methods.hml

·         http://searcheric.org/

·         http://www.unc.edu/depts/wcweb/handouts/annotated_bibliographies.html

·         http://darwin.nap.edu/books/0309070368/html/79.html.

·         http://llt.msu.edu/vol10num2/pdf/chen.pdf.

·         http://hamminkj.cafeprogressive.com/dl_writing.htm

·         http://mingo.info-science.uiowa.edu/~stevens/critped/freire.htm

·         http://www.javeriana.edu.co/Facultades/Educacion/06/fac-nueva/documentos-lic-infantil/coloquio-ponencias/MENDOZA-LONDONO.pdf

·         http://www.blackwellpublishing.com/content/BPL_Images/Content_store/Sample_chapter/9780631223306/001.pdf

AHQP. August /2/2013

 

Subpages (1): Assigned readings
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