Research Proposal for Admission to EdD Programme at Strathclyde University, October 2015
1. TITLE
Can the New Standards in Education be used for English Language Learners
in a non-immersive environment? The Common Core State Standards and young
English Language Learners in China, a case study.
2. QUESTIONS and IMPORTANCE
Throughout the non-Anglophone world, Kachru’s (1992) “Expanding Circle”,
uncountable millions of people want or need to learn English, usually for
economic reasons. Only a small minority can afford to attend International
Schools at home or abroad where they will benefit from immersion programmes.
The rest must learn from online resources, their own state school and
university programmes, and private schools giving tuition in the evenings or at
weekends using commercial texts and locally prepared materials. Standards are
of variable quality, ranging from curricula based on 20th Century
grammar-translation methodology, to others based on the Common European
Framework of Reference for Languages.
With the advent of the New Standards Movement in the USA, and the adoption of the Common Core State
Standards in the US and elsewhere, there is a carefully researched set of
standards on which to base curricula for English Language Learners. However, it
was likely the expectation of those who designed the CCSS that it would be used
by ELLs in immersive programmes and environments., specific to the USA. The
question I want to examine is whether the CCSS can be adapted to serve the
needs of ELLs in non-immersive environments, in particular Chinese young
learners who will be receiving instruction in evening and weekend classes in
addition to state education during the day in China. And would the adoption of
such standards be preferable to the current piecemeal situation? Or is the
teaching of English as a Lingua Franca (ELF) more appropriate for ELLs in
“Expanding Circle” countries? This is important because of the vast numbers of
ELLs throughout the world, and the economic value to them of learning to
communicate in English.
3. BRIEF LITERATURE REVIEW
Van Lier & Walqui (2012) suggest that the New Standards Movement
insofar as it applies to ELLS represents a shift to a “more socially engaged
process”, and from “teaching language per se to supporting activity” to develop
understanding and language use.” Bunch
et al (2012) note however that the ability to debate and deploy critical
thinking are fundamental to the CCSS and that these are “culturally specific
values and practices that may or may not align with those of students from
different backgrounds.” Pompa and
Hakuta’s (2012) discussion of the policy history and implications of the CCSS
is a reminder that these Standards are designed specifically for ELLs in the
USA’s state school system, and therefore an immersive language environment.
Johnson and Swain (1997) give a useful outline of the history and theory
of immersive language learning. Essentially, it is the use of the target
language (English, or L2) as a medium of instruction in teaching the language
and other subjects. Immersive learning is not without its critics: see Cook (2001),
and Tarone and Swain (1995).
Seidhofer questions the suitability of Standards from the “Inner Circle”
countries (such as the UK or USA) to “Expanding Circle” countries (such as
China). We should also consider whether teaching English as a Lingua Franca, per
Jenkins (2006) would be a more suitable approach than a New Standards immersive
model.
4. METHODOLOGY
[...] I propose to use
quantitative assessment data to ascertain the efficacy of the Standards in English
language learning, and qualitative Audio/Video data to observe teaching
practice and to what extent it is in practice immersive or not, that is usage
of L1 and L2 in the classroom.
5. REFERENCES
Bunch, G. C., Kibler, A., & Pimentel, S. (2012). Realizing opportunities
for English learners in the common core English language arts and disciplinary
literacy standards. Stanford, CA: Understanding Language Initiative.
Retrieved March, 25, 2013.
Chiu, C., Ip, C., & Silverman, A. (2012). Understanding social media
in China. McKinsey Quarterly, 2(2012), 78-81.
Cook, V. (2001). Using the first language in the classroom. Canadian
Modern Language Review, 57(3), 402-423
Jenkins, J. (2006). Current perspectives on teaching world Englishes and
English as a lingua franca. Tesol Quarterly, 40(1), 157-181.
Johnson, R. K., & Swain, M. (1997). Immersion education:
International perspectives. Cambridge University Press.
Kachru, B. B. (1992). teaching world Englishes. The other tongue:
English across cultures, 2, 355-366.
Pompa, D., & Hakuta, K. (2012). Opportunities for policy advancement
for ELLs created by the new standards movement. Commissioned Papers on
Language and Literacy Issues in the Common Core State Standards and Next
Generation Science Standards, 94, 123.
Seidlhofer, B. (1999). Double standards: Teacher education in the
expanding circle. World Englishes, 18(2), 233-245.
Tarone, E., & Swain, M. (1995). A sociolinguistic perspective on
second language use in immersion classrooms. The Modern Language Journal,
79(2), 166-178.
van Lier, L., & Walqui, A. (2012). Language and the common core
state standards. Commissioned Papers on Language and Literacy Issues in the
Common Core State Standards and Next Generation Science Standards, 94,
44.
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