1887
Volume 6, Issue 1
  • ISSN 2589-2053
  • E-ISSN: 2589-207x

Abstract

Abstract

We report a priority setting partnership (PSP), which sought to establish the priorities for new research among research users (educators, parents, and learners) in the field of English as an Additional Language (EAL). A steering committee consisting of members of these research user groups was established to oversee the project. An online ‘uncertainty questionnaire’ was distributed to research users inviting them to identify areas of their practice about which they are uncertain. These ‘raw’ uncertainties were consolidated and converted into a list of research questions, which was then distributed to the same groups to rank in order of priority. The 25 highest ranked questions were then discussed and debated in a workshop, consisting of research user representatives, to collectively and democratically produce a final Top 10 list of questions. The Top 10 shows what EAL research users regard as priorities, which we hope will inform research agendas and funding decisions.

Available under the CC BY 4.0 license.
Loading

Article metrics loading...

/content/journals/10.1075/ltyl.00043.set
2023-12-04
2025-04-28
Loading full text...

Full text loading...

/deliver/fulltext/ltyl.00043.set.html?itemId=/content/journals/10.1075/ltyl.00043.set&mimeType=html&fmt=ahah

References

  1. Chalmers, H., & Murphy, V.
    (2022) Multilingual learners, linguistic pluralism and implications for education and research. InE. Macaro & R. Woore (Eds.), Debates in second language education (pp.66–88). Routledge. 10.4324/9781003008361‑6
    https://doi.org/10.4324/9781003008361-6 [Google Scholar]
  2. Dalkey, N., & Helmer, O.
    (1963) An experimental application of the DELPHI method to the use of experts. Management Science, 9(3), 458–467. 10.1287/mnsc.9.3.458
    https://doi.org/10.1287/mnsc.9.3.458 [Google Scholar]
  3. DfE [Google Scholar]
  4. Duarte, J., García-Jimenez, E., McMonagle, S., Hansen, A., Gross, B., Szelei, N., & Pinho, A. S.
    (2020) Research priorities in the field of multilingualism and language education: A cross-national examination. Journal of Multilingual and Multicultural Development, 44(1), 50–64, 10.1080/01434632.2020.1792475
    https://doi.org/10.1080/01434632.2020.1792475 [Google Scholar]
  5. Ellis, R.
    (2010) Second language acquisition, teacher education and language pedagogy. Language Teaching, 43(2), 182–201. 10.1017/S0261444809990139
    https://doi.org/10.1017/S0261444809990139 [Google Scholar]
  6. Holroyd, C.
    (2021) How many English as an Additional Language or Dialect (EAL/D) learners are there in Australian schools?Australian Council of TESOL Associations. Retrieved fromhttps://tesol.org.au/how-many-english-as-an-additional-language-or-dialect-eal-d-learners-are-there-in-australian-schools/
    [Google Scholar]
  7. ISC Research
    ISC Research (2022) International schools market growth. Retrieved fromhttps://iscresearch.com/data/
    [Google Scholar]
  8. James Lind Alliance
    James Lind Alliance (2021) The James Lind Alliance guidebook. Retrieved fromhttps://www.jla.nihr.ac.uk/jla-guidebook/downloads/JLA-Guidebook-Version-10-March-2021.pdf
    [Google Scholar]
  9. James Lind Alliance
    James Lind Alliance (2022) The PSPs. Retrieved fromhttps://www.jla.nihr.ac.uk/priority-setting-partnerships/
    [Google Scholar]
  10. Maxwell, J. A.
    (1992) Understanding and validity in qualitative research. Harvard Educational Review, 62(3), 279–300. 10.17763/haer.62.3.8323320856251826
    https://doi.org/10.17763/haer.62.3.8323320856251826 [Google Scholar]
  11. Mayring, P.
    (2000) Qualitative content analysis. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 1(2), Art 20. 10.17169/fqs‑1.2.1089
    https://doi.org/10.17169/fqs-1.2.1089 [Google Scholar]
  12. McKinley, J.
    (2019) Evolving the TESOL teaching–research nexus. TESOL Quarterly, 53(3), 875–884. 10.1002/tesq.509
    https://doi.org/10.1002/tesq.509 [Google Scholar]
  13. Murphy, V. A., & Unthiah, A.
    (2015) A systematic review of intervention research examining English language and literacy development in children with English as an Additional Language (EAL). EEF. Retrieved fromhttps://d2tic4wvo1iusb.cloudfront.net/documents/guidance/EAL_Systematic_review.pdf?v=1629122270
    [Google Scholar]
  14. Oxley, E., & de Cat, C.
    (2019) A systematic review of language and literacy interventions in children and adolescents with English as an additional language (EAL). The Language Learning Journal, 49(3), 265–287. 10.1080/09571736.2019.1597146
    https://doi.org/10.1080/09571736.2019.1597146 [Google Scholar]
  15. Sato, M., & Loewen, S.
    (2018) Do teachers care about research? The research–pedagogy dialogue. ELT Journal, 73(1), 1–10. 10.1093/elt/ccy048
    https://doi.org/10.1093/elt/ccy048 [Google Scholar]
  16. (2022) The research–practice dialogue in second language learning and teaching: Past, present, and future. The Modern Language Journal, 106(3), 509–527. 10.1111/modl.12791
    https://doi.org/10.1111/modl.12791 [Google Scholar]
  17. Sato, M., Loewen, S., & Pastushenkov, D.
    (2022) ‘Who is my research for?’: Researcher perceptions of the research–practice relationship. Applied Linguistics, 43(4), 625–652. 10.1093/applin/amab079
    https://doi.org/10.1093/applin/amab079 [Google Scholar]
  18. Selvi, A. F.
    (2020) Qualitative content analysis. InH. Rose & J. McKinley (Eds.), The Routledge handbook of research methods in applied linguistics, (pp.440–452). Routledge.
    [Google Scholar]
  19. Staley, K.
    (2017) Changing what researchers ‘think and do’: Is this how involvement impacts on research?Research For All, 1(1),158–167. 10.18546/RFA.01.1.13
    https://doi.org/10.18546/RFA.01.1.13 [Google Scholar]
  20. Staley, K., & Crowe, S.
    (2019) More than a Top 10: How James Lind Alliance Priority Setting Partnerships transform research, people and organisations. Retrieved fromwww.twocanassociates.co.uk/wp-content/uploads/2019/10/More-Than-a-Top-10-1-Oct-19.pdf
    [Google Scholar]
  21. Strand, S., & Lindorff, A.
    (2020) English as an additional language: proficiency in English, educational achievement and rate of progression in English language learning. The Bell Foundation. Retrieved fromhttps://www.bell-foundation.org.uk/app/uploads/2020/02/University-of-Oxford-Report-Feb-2020-web.pdf
    [Google Scholar]
  22. Tavakoli, P.
    (2015) Connecting research and practice in TESOL: A community of practice perspective. RELC Journal, 46(1), 37–52. 10.1177/0033688215572005
    https://doi.org/10.1177/0033688215572005 [Google Scholar]
/content/journals/10.1075/ltyl.00043.set
Loading
/content/journals/10.1075/ltyl.00043.set
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error