Hi
Thanks to Shaun for revisiting the importance of a robust (though hopefully varied) evidence base for pedagogical practice. As an interested observer of this conversation, I agree.
For balance, could Shaun or others also share the empirical research which supports scepticism about multilingual classrooms ? As mentioned below, Shaun's points to date have derived from his own experience and many of the other posts have derived from those writers' experiences too. It would be helpful to have everyone's evidence base on the table - just because an approach is 'the norm' doesn't mean it shouldn't be open to equal scrutiny.
I have seen research (for example Mercer on the British Council site) which explores the interplay of affective aspects and language learning competence in young people. The hypothesis seems to be that provision which supports learners' affective experience (eg expression, empathy, agency - which may in part be provided via multilingual approaches) has a correlation with accelerated language acquisition. I wonder if this is a relevant dimension for a conversation about adults in ESOL?
I already mentioned the Saffer research which noted the positive impact on testing of explicit metacognition between languages which required different languages to be used in the classroom in order for the metacognition to be explicit!
This thread is beginning to look like a generative opportunity for projects incorporating RCTs. Are many of these happening in ESOL? The work of the EEF and Curee is very influential (though not uncontested) in schools at the moment, though with minimal (no) focus on additional language or multilingual development unfortunately.
However, many adult ESOL learners in the UK have, or will soon have, children in the UK school system. Parental engagement is a current priority of the EEF so collaborative bids for funding in that area might be successful and pertinent to this thread.
Much to do
Di
-----Original Message-----
From: ESOL-Research discussion forum and message board [mailto:[log in to unmask]] On Behalf Of Shaun Gurmin
Sent: 07 February 2017 06:38
To: [log in to unmask]
Subject: Re: Reminder: 2017 e-seminar: ‘Translanguaging, superdiversity and ESOL’
Hello everyone,
I am writing to you all as I´d like to request key research on this subject matter. I completely agree with the importance of multilingualism: both the journey and the destination are enriching experiences.
However, I am skeptical about a multilingual ESOL classroom. I have posted some arguments based on my experience as both a language learner and as an English teacher. However, I have not yet seen a counter-argument, and some of the alternative perspectives identify the importance of a multilingual ESOL classroom but with no concrete evidence why.
I am a critical thinker: I am happy to argue my views and concede when a more convincing argument is made. Some of you, such as James, are engaging with or leading this movement, and to be proposing a multilingual ESOL pedagogy I would imagine there must be some studies justifying it. Therefore, I would like to request empirical research on the impact of a multilingual pedagogy/classroom on ESOL learning.
I look forward to learning more about this.
Best regards,
Shaun.
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ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds.
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