Len’s Blog Assignment #7 (Lin)

In my dissertation proposal, I describe the significance of my study by indicating the themes of my research that includes

BARRIERS which will reveal the obstacles that block teachers from implementing prescribed policies; BRIDGES which will show what teachers actually do in the classroom to meet their instructional goals despite such blocks; and BREAKTHROUGHS which will lead to new insights that may guide policy-makers and educators, inspire new research in the field of teacher cognition, and improve teaching practices. (Canilao, 2010, pp. 35-36)

The paper of Lin (2006, p. 287) does the same thing: she discusses the BARRIERS (“the dichotomous ways of conceptualizing language and language pedagogies”), explores the BRIDGES (analysis of “the bilingual pedagogical practices in a Hong Kong science classroom”), and presents the BREAKTHROUGHS (proposal of “practical bilingual pedagogies”). Lin provides concrete answers to particular issues that many educators find burdensome and confusing. Her study may provide an answer to the dilemma that many language policy makers and teachers face. Although further research is needed to verify the impact of the proposed bilingual pedagogies, her study inspires language researchers to follow her lead.

In my dissertation, I plan to observe teachers who bridge the gap between policies and practices by employing strategies that may address their learners’ needs in the same way that the science teacher in Lin’s study finds various ways to make her lessons more comprehensible to her students. I will have to observe the factors (e.g. big class size; students’ behavior and attitudes) that may serve as hindrance to the successful implementation of prescribed ELT policies. I will also identify what the teachers do to make things work in the classroom and based on my findings propose particular directions that may be taken by policy makers and teacher educators to improve programs and practices.

Dr. Marlu Vilches, my adviser, and I have agreed to continue through my dissertation her initial study of public school teachers who have found some answers to the typical concerns of ELT practitioners who have to work under various constraints. It will be beneficial to a lot of sectors to uncover the secrets of these proactive public school teachers who are not overwhelmed by discouraging circumstances. Despite their teaching conditions, they still manage to teach effectively. They destroy BARRIERS, build BRIDGES, and introduce BREAKTHROUGHS.

My proposed LPP paper (proposed ELL312 research topic #2) will also be designed according to these themes. In conducting program reviews involving teachers, there are a lot of issues, problems, and concerns that may discourage or impede the process (BARRIERS: e.g. budget constraints). However, there are several venues that may be considered to overcome such obstacles (BRIDGES: e.g. formation of a committee of committed teachers). After a thorough analysis of the barriers and the bridges, BREAKTHROUGHS (e.g. framework for conducting needs analysis) may be proposed that other program reviewers may follow in conducting their own evaluation.

What is interesting about Lin’s study is that it veers away from deepening the schism that obstructs the thinking of ELT practitioners. Instead, she works toward reducing such divergence and providing alternatives that they may take into account in solving pedagogical dilemmas and predicaments.

Research, then, does not simply remain a description of what the problems are, but breaks the borders of limitations and explores the realms of possibilities. As a researcher, I have to be convinced that my work will not simply be placed in a library shelf or filed in a drawer; I want it to be read and spread to inspire others to pursue further research and challenge fellow ELT practitioners to continue seeking answers to their quests.


References:

Canilao, M.L.E. (2010).The Influence of Cognitive Processes and Contextual Factors on Public School Teachers’ Interpretation of ELT Policies and Classroom Practices. Dissertation proposal. Ateneo de Manila University.

Lin, A. (2006). Beyond linguistic purism in language-in-education policy and practice: exploring bilingual pedagogies in a Hong Kong science classroom. Language and Education 20 (4): 287-305.