So in my previous blog entries, I've mentioned two topics that I would like to study. I still can't decide between them, and I think each one will take me in a completely different and exciting direction. But I've decided to explain each one in more detail and how I could take a qualitative approach with each.
1. Dynamic assessment. I enjoyed reading Erin and Kristina's comments regarding how they liked getting "hints" in their previous foreign language classes. Indeed, even if this is not something teachers regularly do, it definitely seems like something students would be interested in. And as future educators, our number one concern should be the opinions and intellectual progress of our students! I think this study would best be conducted through interviews with French teachers at various levels and observations that could corroborate or flush out the information gained from the interviews. For this topic, it would also be useful to survey students, as I could very specifically define "dynamic assessment", ask them if they have seen examples of it in their foreign language classes, ask them if they would prefer to see it used more, and ask them how they think teachers could incorporate it. This would be a mix of open-ended and constructed response questions that I think would paint a very good picture of the state of dynamic assessment in today's schools. Also I might prefer this topic as my second idea seems very similar to Greg's and I don't want to be stepping all over his research...
2. Oral proficiency. This is a more general research area that might be interesting to study, and thanks especially to Dr. McCoy and Dr. Redmond for their comments. Specifically in this area I would like to look at formal and informal phonetics training and also accuracy of students' pronunciation. This might also be related to teacher pronunciation, as Dr. Redmond pointed out that many foreign language teachers have not had formal phonetics training. This type of study might best be conducted through observations, though it might be hard to establish criteria for evaluating pronunciation and oral proficiency. It would probably be beneficial in this situation to make audio tapes of French classes that I could review later. I would also look at how teachers evaluate students' oral work. In some of my college French classes, we had to make mp3s that the professor would then evaluate, as well as in class oral presentations and regular conversation. At lunch today, Jessica mentioned how she disliked her foreign language classes because so much emphasis was on reading and writing and not actually using the language. While I think this trend is definitely changing, it might be interesting to compare teachers' emphasis on oral proficiency in the classroom. Perhaps there might be some generational differences here.
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2 comments:
Robbie, I really like your idea of dynamic instruction and "hints". I feel like you can only do so much dry "direct instruction" at a time before you lose the kids to glassy eyes, the cute boy (or girl) in the front row, the spider on the ceiling, or the gum under the desk. Keeping students engaged and on top of what you have to say is key to a successful classroom. I can also see that by providing back-and-forth feedback and encouragement to the kids, you can foster some confidence in the slower or less confident learners. In getting to know you in the last couple of weeks, you seem like a dynamic kind of person, so it sounds like this topic will interest you! Good idea!
Robbie, you have two good ideas here, I think. Dynamic assessment is my favorite of the two. I think you have good plans to collect varied data to answer that question.
The oral proficiency topic makes me a little bit nervous when you talk about evaluating the oral proficiency of the teachers!! It may be key to the development of oral proficiency, but I wouldn't want to be about evaluating someone who might later become my cooperating teacher!!
I think it would be WAY COOL if you could use podcasts in your teaching of oral language skills. But that is probably too innovative to be able to find a good sample to study it.
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