Research in Second Language Education
Full time Master of Philosophy (MPhil)
Part time Master in Education (MEd) (from October 09 only)
This course is primarily aimed at applicants with an interest and background in foreign or second language in the UK and abroad. Applicants normally have BA degrees in a foreign language (including English), literature, or in language education, and an interest in some aspect of applied linguistics.
- The aims of the route are:
- to examine key theoretical perspectives which have influenced recent research in second language education and to relate these to the wider context of educational research;
- to analyse and develop effective methodologies in conducting empirical research in school-related second language teaching and learning;
- to develop critical skills with respect to the literature on research in second language teaching and learning, focusing mainly on core readings which provide instructive examples of empirical research;
- to investigate the language education issues in an international and intercultural context.
The taught course consists of two units which are taught in parallel over terms one and two. One unit, 'Introduction to Language Learning Theories and L2 Pedagogies', concentrates on theoretical approaches to second language learning which are relevant to education and to educational research. This unit takes a very selective view of theoretical positions concerning second language learning. It does not in any way claim to be a full introduction to second language learning theories and pedagogies. Rather, it selects out theoretical positions which are of special significance to education, either because they give centrality to the concept of language learning as a situated social process (as, for example, Vygotsky's sociocultural theory), or because they focus on the processes and constraints involved in second language acquisition and second-language performances (as, for example, models derived from cognitive psychology) or because they provide insights into the conditions which need to be met for second language learning to take place (affective factors, comprehensible input) or for harmonious linguistic diversity to exist in society (bilingual discourse).
This unit entitled 'Designing L2 studies and Analysing L2 data', completed in term two, concentrates on research into the pedagogical process of second language teaching and learning. It aims to address methodological issues through the analysis of specific examples. The course also provides hands-on sessions on issues of critical importance for educational research such as transcription conventions, the linguistic aspects of questionnaires and surveys as well as the ethical managment of issues such as language choice and code-switching in the conduct of research in bilingual contexts.
Part-time students will complete this unit in Year Two (2008-9).
An illustrative empirical study (or studies) will be at the centre of most sessions on the course (indicated in the summaries below as pre-session readings) thereby adopting a dual focus on both the substantive conceptual questions and on the applied research methodology.
The course culminates in the completion of an original empirical study by each student which serves as the main focus of the dissertation submitted in July. This work is expected to draw on a range of relevant theoretical and methodological topics discussed in the first two terms.
The route adopts a broad definition of the term 'second language education' and will consider issues relating to the teaching of modern languages (i.e. French, German and Spanish etc. in English schools) as well as issues relating to the English education of pupils who speak a different language.
A key feature of the route is the development of a rigorous analytical framework for comparative, cultural analysis of second language education matters. Where appropriate, issues will be discussed from an international perspective.
As a common thread running throughout the course, students will be given individual supervision and group-based support in designing a small-scale empirical project of their own on a selected topic. The latter work, which will either entail original research conducted in one or more schools or draw systematically on existing empirical data from the literature, will constitute the main focus of a thesis submitted at the end of the third term. It will consist of a critical study of a selected second language education issue and draw on a comparative analysis of at least two different cultural contexts.
Preparation prior to the start of the course
The most important way to prepare for the start of the course, once you have received an offer of a place on the course, is to engage in some preliminary reading and thinking about different aspects of second language education. The readings suggested in the next section are not compulsory but can help you to focus on some of the topics which will be investigated on the course. You should also try to inform yourself a little about current issues related to language teaching in an international context by looking out for relevant news in the press or internet.
Some students will want to return to their country of origin in order to carry out their research project for the course. Normally data collection takes place in April/May. If that is the case then it would be useful to make preliminary contact with teachers to allow you to do some qualitative or quantitative study involving their students. Clearly you cannot make any detailed plans now, as the project will need to be discussed in depth with your supervisor during the first term of the course. You should also bear in mind that the Faculty does not have the funds to support travel and other expenses of your work, although a small amount to cover some fieldwork expenses may be available. You may also be able to apply to your college for some support.
Key readings prior to the start of the course
All students who are accepted on the course are provided with a reader at the start of the academic year. This includes compulsory pre-session readings as well as post-session readings on all topics covered in the taught course.
However the following texts could be usefully read prior to the start of the course by way of an introduction to some of the main theoretical and conceptual discussions in the discipline.
Rosamund Mitchell and Florence Myles (2004) Second Language Learning Theories. London: Arnold
Lourdes Ortega (2005) 'Methodology, Epistemology, and Ethics in Instructed SLA Research: An Introduction' Modern Language Journal 8/3, 315-488. (available online at http://www.blackwell-synergy.com/toc/modl/89/3)
You could also usefully look at articles in the following journals:
Modern Language Journal
Language Learning and Technology