Reflecting on the ethics of researching communication in superdiverse contexts

First paragraph: Ethics as both epistemology and practice has been growing in importance in the social sciences at the same time as institutions have been tightening their requirements in terms of ethical approval processes. Many of our understandings about ethical research derive directly from medical models (Copland and Creese 2015) and these have been helpful in supporting social science researchers in developing ethical approaches to their work. Notwithstanding, many institutional ethics approval processes, are not a good ‘fit’ for the kind of work social sciences researchers do, and ethics committees can struggle to understand and then approve research designs that are embryonic or field work that is situated in sites where ethical issues cannot always be predicted. In addition, the focus on the ethics approval form as product may lull researchers into believing that ethics are not part of the research process, and therefore they do not pay attention when ‘ethically important moments’ (Guillemin and Gillam 2004) occur in the field

Reflecting in and on post-observation feedback in initial teacher training on certificate courses

This article examines evidence from two studies that concern the nature of post-observation feedback in certificate courses for teaching English to speakers of other languages. It uncovers the main characteristics of these meetings and asks whether there is evidence of reflection in these contexts. In considering reasons why making space for reflection is potentially difficult, the paper also examines the relationship and the role of assessment criteria and how these may impact on opportunities for reflection. The final part of the paper considers how a more reflective approach could be promoted in feedback conferences

Teaching English to young learners: supporting the case for the bilingual native English speaker teacher

The growing number of young children around the world learning English has resulted in an increase in research in the field. Many of the studies have investigated approaches to learning and teaching, with a particular emphasis on effective pedagogies (e.g. Harley, 1998; Shak and Gardner, 2008). Other studies have focused on the linguistic gains of children (e.g. Smojver, 2015) and on the complexities researching children entails (see Pinter 2011 for an excellent overview). However, despite calls in the literature, few studies, have examined in detail the effects on young children (five to ten years) of the teacher using different languages in the classroom, that is, L1 and L2 . The study reported here addresses this issue. Drawing on interactional data from two NEST (native English speaker teacher) classrooms, interviews with NESTs and homeroom teachers (HTs), and from the NESTs’ diaries, it examines the effects of languages used by two NESTs on young children’s learning. One NEST understands and can use the children’s L1; the other only understands and uses L2. We will show that in the context of the young learner classroom, teachers who know the children’s L1 have a greater repertoire of teaching skills and so can provide more language learning opportunities for language learning. This reality, we believe, supports the case for employing bilingual teachers wherever possible for the young learner classroom

Challenges in teaching English to young learners:global perspectives and local realities

Drawing on data from a recent research international research project, this article focuses on the challenges faced by teachers of English to young learners against the backdrop of the global rise of English. A mixed-methods approach was used to obtain the data, including a survey, which was completed by 4,459 teachers worldwide, and case studies, including observations and interviews with teachers, in five different primary schools in five different countries. A number of challenges emerged as affecting large numbers of teachers in different educational contexts, namely, teaching speaking, motivation, differentiating learning, teaching large classes, discipline, teaching writing, and teaching grammar. Importantly, some of these challenges have not been highlighted in the literature on young learner teaching to date. Other challenges are more localised, such as developing teachers' English competence. The article argues that teacher education should focus less on introducing teachers to general approaches to English language teaching and more on supporting teachers to meet the challenges that they have identified

Investigating NEST schemes around the world: supporting NEST/LET collaborative practices

The project Investigating NEST schemes around the world: supporting NEST/LET collaborative practices, funded by the British Council ELT Research Partnership Awards Scheme, was undertaken during 2014. Its main aims were to:  ■ Discover which countries currently use NESTs (Native English Speaker Teachers) in state education.  ■ Investigate how NEST schemes operate in different countries and the training and support received by participants. ■ Observe what happens in NEST classes and what are the typical roles played by LETs (Local English Teachers) and NESTs. ■ Highlight what can be learnt from the experiences of LETs and NESTs to improve classroom teaching.  ■ Identify what support can be offered to LETs and NESTs to improve training and support.  The project was conducted using document analysis, interviews with NESTs and LETs and classroom observations. Document analysis was used to gather detailed information about NEST schemes and prepare a final audit document. Semi-structured interviews were carried out in six different countries (Brunei, Cameroon, Hong Kong, Japan, South Korea, Taiwan) with 15 NESTs and 8 LETs for a total of 23 interviews. Observational data were collected from a total of 15 classrooms in four countries (Japan, Korea, Hong Kong and Taiwan) involving ten NESTs and 15 LETs

'Building a new public idea about language'?: Multilingualism and language learning in the post-Brexit UK

In 2003, Mary Louise Pratt published a hugely influential paper in Profession where she took to task misconceptions about multilingualism and language learning apparent in the USA in the wake of 9/11 and consequent counter-terrorism measures. She argued that a new public idea about language was necessary in order to ensure unity and security. This article argues that in the aftermath of Brexit, the UK also needs to develop a new public idea about language to ensure a future that is prosperous, socially, culturally and economically. To do so, it first challenges a number of prevalent myths about language learning and multilingualism in the UK through a review of scholarship, media articles and reports which focus on languages and multilingualism since 2013. It then suggests that interest in the Anglosphere has meant that the value of English is now artificially inflated and that the value of other languages is underplayed. We argue that this turn to the Anglosphere and to (English) monolingualism should be challenged through proposing a new public idea about language for post-Brexit UK

Supporting Separated Migrant Children to Thrive During Covid-19. Briefing Paper 3 – Local Authority Surveys

First paragraph: This 3rd briefing paper from the project Supporting Migrant Children to Thrive during Covid-19 comments on responses to a questionnaire distributed to all 32 Scottish local authorities. We sought to understand whether the practices and views of local authorities with regard to unaccompanied minors identified in a 2018 study (Rigby et al. 2018) had changed as a result of the pandemic

Supporting Separated Migrant Children to Thrive During Covid-19 Briefing Paper 1 – The Beginnings

First paragraph: This briefing paper is the latest in a research programme of events, workshops, seminars and reports that have, since 2017, examined the experiences of separated and unaccompanied asylum seeking children in Scotland (called here separated children), and professional responses. This series of events has responded to the lived experiences of both vulnerable children and young people and the professionals who work with them. The paper reports on initial findings from an ESRC funded project: Supporting separated migrant children to thrive during Covid-19

Supporting Separated Migrant Children to Thrive During Covid-19. Briefing Paper 3 – Local Authority Surveys

First paragraph: This 3rd briefing paper from the project Supporting Migrant Children to Thrive during Covid-19 comments on responses to a questionnaire distributed to all 32 Scottish local authorities. We sought to understand whether the practices and views of local authorities with regard to unaccompanied minors identified in a 2018 study (Rigby et al. 2018) had changed as a result of the pandemic

Teaching practice in UK ELT Master's programmes

Despite the fact that UK ELT Master’s programmes are numerous, diverse and financially important, very little research has been conducted on whether they deliver teaching practice (TP) or micro-teaching (MT) and on what students’ expectations of these modules are. The present paper addresses this gap by examining how many ELT-related Master’s programmes in the UK offer TP/MT modules and by investigating students’ expectations of these modules. Drawing on data from document analysis, we show that only 34 out of the 141 UK ELT-related Master’s programmes offer a TP module and 12 offer an MT module. Data from pre-/post-study questionnaires and focus groups indicate that students consider practical teaching experience an important part of their programmes and report that they would like more course time to be spent on it. Based on these findings, we recommend that UK ELT Master’s programmes should provide students with ways to gain such practical experience