--- Forwarded Message from "A-P. Lian" <[log in to unmask]> ---
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>Date: Fri, 7 Nov 2008 07:53:18 -0600
>From: "A-P. Lian" <[log in to unmask]>
>Sender: [log in to unmask]
>To: "Language Learning and Technology International Information Forum"
<[log in to unmask]>
>Subject: Re: #8991.4 (!) Questions about written policy regarding SLA research
in basic language
>In-Reply-To: <[log in to unmask]>
>References: <[log in to unmask]>
My apologies to everyone for my original response. I obviously read
the original message too rapidly and did not respond to the question
being asked. I am sorry if I sounded off the point. I guess I was
reacting, in part, to the comment about colleagues being "against"
this kind of research.
As is pointed out below, the use of human experimental subjects is
governed by protocol and would normally have to be approved. Having
said that, I hasten to add that it is sometimes very difficult to draw
the line between what is "experimental" to the extent of requiring
formal approval and what is not. I say this as we all "experiment"
with new classroom approaches and ways of doing things (language,
literature, culture), and keep statistics comparing previous years'
performances etc. No one would dream of requiring formal approval for
this and yet... So the question to try and answer is to identify when
we (all of us) cross the magic line.
And the use of Dale Carnegie is indeed good advice.
Cheers
Andrew
Dr Andrew Lian
Professor and Chair, Dept. of Foreign Languages
Western Illinois University
On Fri, Nov 7, 2008 at 07:29, LLTI-Editor <[log in to unmask]> wrote:
>
> --- 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
>
>
>
> ***********************************************
> LLTI is a service of IALLT, the International Association for
> Language Learning (http://iallt.org/), and The Consortium for Language
> Teaching
> and Learning (http://www.languageconsortium.org/).
> Join IALLT at http://iallt.org.
> Otmar Foelsche, LLTI-Editor ([log in to unmask])
> ***********************************************
--
Professor Dr Andrew Lian
Vice-President of AsiaCALL
Chair, Dept. of Foreign Languages
Western Illinois University
Macomb, IL, 61455, USA
e-mail: [log in to unmask]; website: http://www.andrewlian.com
Phone: +1 (309) 298-1558; Fax: +1 (309) 298-1060
We don't see things as they are, we see things as we are. (Anais Nin)
The universe is made up of stories, not atoms (Muriel Rukeyser)
***********************************************
LLTI is a service of IALLT, the International Association for
Language Learning (http://iallt.org/), and The Consortium for Language
Teaching
and Learning (http://www.languageconsortium.org/).
Join IALLT at http://iallt.org.
Otmar Foelsche, LLTI-Editor ([log in to unmask])
***********************************************
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