--- Forwarded Message from Margo Burns <[log in to unmask]> ---
>User-Agent: Microsoft-Entourage/11.1.0.040913
>Date: Thu, 06 Nov 2008 13:25:36 -0500
>Subject: Re: #8991 Questions about written policy regarding SLA research in
basic language
>From: Margo Burns <[log in to unmask]>
>To: Language Learning and Technology International Information Forum
<[log in to unmask]>
>In-Reply-To: <[log in to unmask]>
Most universities already have umbrella policies, criteria and procedures in
place for ANY kind of research that uses human subjects - not just for
medical/scientific research, but for the social sciences and humanities as
well. For my master's paper research, I just wanted to have a few people
test some software I'd written, and I had to go through the procedure. It
made me think more carefully about what I was asking of my subjects, and it
helped validate my work to have the research design reviewed ahead of time.
The committees who review proposals are typically drawn from members across
the spectrum of the university community, usually including representation
from one's own department. If one can get a research design endorsed by
them, an individual researcher can usually stave off challenges from
individual colleagues to the design or even the very place of research
because it has already gotten a higher seal of approval.
As for departmental policies that might be more restrictive than the wider
university, it might be worth discussing with colleagues in other
departments who might have already gone through similar discussions about
the pros and cons of having departmental policies that differ in any way
from the wider institution's.
On 11/4/08 1:34 PM, " Fenfang Hwu" wrote:
> 1. Does your department have a formal written policy regarding
> second language acquisition research in basic language programs? If so, what
> is the pol icy? (Please note that the original language of my colleagues is
> "develop a written policy governing the place of faculty research in basic
> language."
> )
>
> 2. Have you met colleagues that are against foreign language research in th e
> classroom? If so, how did you convince these colleagues of the importance of
> this type of research?
The bias against research that I have seen has to do with the perceived
level of interference the research may make on the individual instructor's
time and ability to teach the way they prefer, and how much it appears to
divert the students from what the teacher wants to accomplish with them, and
for some instructors, any chance of interference is too much. It has been a
challenge at times for me to transition from a research-oriented university
to an instruction-oriented setting. The priorities are VERY different,
which make "convincing" a difficult task. I always invoke Dale Carnegie at
such time -- be friendly, show respect for these colleague's opinions, try
to see their point of view, let them talk without telling them they are
wrong, and appeal to their nobler motives. Most teachers really do want to
know what works effectively and what doesn't.
--
Margo Burns
Director of the Language Center
St. Paul's School
603-229-4665 (portable phone)
603-229-4666 voicemail
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