Error during command authentication.
Error - unable to initiate communication with LISTSERV (errno=10061, phase=CONNECT, target=127.0.0.1:2306). The server is probably not started.
--- 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]) ***********************************************