ELT Research Bites, saving time is necessary but not sufficient

I am delighted to be involved, along with other English language teachers, in a new initiative called ELT Research Bites founded by Anthony Schmidt.

One of the major reasons teachers give for not reading research articles is lack of time. Another reason is the difficulty of reading research articles (Nassaji, 2012). Research bites hopes to help with the time issue. And to some extent with the difficulty issue by filtering articles through language we understand hence we hope other teachers do too. Also contributions to the site are open to all.

At the time of writing we have posts on note-taking instruction, offline and online written feedback, corpus use and writing, extensive reading, teacher’s L1 and L2 use, and translation tasks.

However, the problem of applying research knowledge into the classroom remains. This is due to the cognitive demands placed on the teacher. Bartels (2009) when talking about applying knowledge about language (KAL) recommends focusing on tasks with similar constraints to actual teaching , using specific teaching situations to link KAL to classroom knowledge, and deliberate practice using case studies and hyper-media.

Thanks for reading and hope to see your writing on ELT Research Bites.

References:

Bartels, N. (2009) Knowledge about language. In: J. Richards & A. Burns (Eds.) Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press.

Nassaji, H. (2012). The relationship between SLA research and language pedagogy: Teachers’ perspectives. Language Teaching Research, 16(3), 337-365. DOI: 10.1177/1362168812436903

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