research title: educational background, identity and motivation: a study of arab women learning...
TRANSCRIPT
RESEARCH TITLE:
Educational background, identity and motivation: a study of Arab women learning ESOL in South Yorkshire.
INSPIRATION:
Feedback from colleagues, ESOL students, family friends and university students on personal experiences of learning ESOL.
SUNDUS ALZOUEBI [email protected]
VALUE OF THIS RESEARCH FOR PRACTITIONERS
to examine reasons for distractions/reduced focus in lessons.
to explore Ss' short and long term goals so that lessons are relevant and tailored accordingly.
SUNDUS ALZOUEBI [email protected]
To explore how Arabic-speaking ESOL students are motivated and how identity can influence language learning performance.
To establish effective teaching techniques which better engage these students.
SUNDUS ALZOUEBI [email protected]
AIMS:Mixed methods with 10 female participants...
Success in language attainment is dependent upon learner’s affective predisposition toward the target language (Gardner & Lambert, 1972).
Motivation is defined as a contract made up of certain attitudes, the most significant of which is towards the target culture and language (Gardner & Lynch, 1990).
LITERATURE- MOTIVATION & LANGUAGE LEARNING SUCCESS...
SUNDUS ALZOUEBI [email protected]
1. Intersection of social class and motivation
SUNDUS ALZOUEBI [email protected]
Career choice
... in some participants' home countries, it was frowned upon for a female from a middle class family to enter a profession other than medicine or teaching.
... these participants therefore wish to explore alternative/individual interests in the UK, calling for more "Employability with ESOL" courses.
2. Link between perceived ability and mother's educational background
Participants whose mothers were educated to degree level or at least high school much more confident in ESOL ability.
Much of this stemmed from positive reinforcement from the parent from a young age.
SUNDUS ALZOUEBI [email protected]
a) Reputation
... Desire to be appreciated by others had a noticeable effect on progress (learners were conscious of making mistakes in front of others in class).
3. Most influential identity factors impacting on ESOL learning
SUNDUS ALZOUEBI [email protected]
CONT.
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b) Family Life
... being a wife or mother- home responsibilities, day care and social connections- preoccupied learners in lessons.
... such learners believed many personal goals were unachievable whilst they had young children, and if classes were not flexible.
Tap into Ss’ intrinsic goals (self-desire to learn) by...
TEACHER STRATEGIES TO IMPROVE CLASSROOM PRACTICE
SUNDUS ALZOUEBI [email protected]
making connections to their future goals, especially in homework (autonomous learning opportunity).
Example scenario...
Business graduate
Never worked in this field in home country
Desire to learn about work in the UK
Defined long-term goal
SUNDUS ALZOUEBI [email protected]
Suggested solution...
Set homework, especially writing tasks, to research and write about a business idea of personal interest.
Incorporate terminology on trade for vocab development and spelling tests.
Prepare comprehension questions on a recent newspaper article related to business.
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Foster group harmony by...
Creating an environment where learners don't fear making mistakes.
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Learner conscious about reading text aloud for fear of pronunciation errors.
Infrequent contribution in class.
Progress checks and formative assessment difficult with little cooperation.
SUNDUS ALZOUEBI [email protected]
Example scenario...
Devise ground rules at start of the course to ensure respect for all students.
Allow ample opportunities for small group work so Ss can gradually develop confidence.
Learn basic Arabic greetings and enhance cultural awareness (e.g. acknowledge Ss' home culture & facilitate time to discuss)
SUNDUS ALZOUEBI [email protected]
Suggested solution...
NEXT STEPS...
Disseminate findings with ESOL teachers to implement practical strategies for improving success of ESOL learning.
Recommendations for further research: Conduct an official detailed survey of ESOL practitioners to ascertain specific areas of difficulty in teaching and learning.
SUNDUS ALZOUEBI [email protected]