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Connecting knowledge(s) about language, learning and social justice in education

将教育中的语言、学习和社会正义知识联系起来

基本信息

批准号：
ES/W005484/1
负责人：
Laela Adamson
金额：
$ 13.52万
依托单位：
University of Bath
依托单位国家：
英国
项目类别：
Fellowship
财政年份：
2021
资助国家：
英国
起止时间：
2021 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FW005484%2F1
关键词：
Connecting knowledge about language learning

项目摘要

Globally, increasing numbers of young people are struggling to navigate learning through an international language that is not widely used in their lives outside of school, most commonly English (Dearden, 2014; Milligan, 2020). Research overwhelmingly shows that the use of an unfamiliar language of instruction (LOI) has a detrimental impact on student outcomes and contributes to poor quality, inequitable educational experiences (Afitska, et al., 2013; Alidou, et al., 2006). Yet, despite these challenges, aspirations relating to English remain extremely high and students and parents report a preference for English-medium schooling (Qorro, 2009; Ferguson, 2013; Sah & Karki, 2020). This desire for English bolsters policy-makers' resistance to change, resulting in a fraught and seemingly immoveable LOI debate.This fellowship builds upon PhD research that explored the experiences of students in two secondary schools in Tanzania, where the official LOI is English. The PhD study identified an absence of meaningful engagement with students' voices and agency in LOI research and addressed this, generating a rich, socially-situated account of students' aspirations and experiences of negotiating their school language environments. The PhD thesis employs a theoretical approach that innovatively reframes the LOI debate, acknowledging the concerns and priorities of all opposing sides.This fellowship aims to extend the impact of the PhD research by connecting its findings to other knowledge(s) relating to language, learning and justice in education. Firstly, I will engage in collaborative activities with young people and expert practitioners to co-produce impact materials for Tanzania. These will connect the research findings to lived experiences and understandings of how to encourage behaviour change, resulting in locally- relevant youth advocacy and teacher development resources. Secondly, through the fellowship Mentor, Dr Lizzi Milligan, I will connect my PhD research to findings from her project focused on LOI and girls' education in Rwanda. By co-creating a policy brief and youth voice video, this combined knowledge will reach a wider international audience. Thirdly, I will develop my academic profile by writing journal articles and presenting conference papers that connect my work to an interdisciplinary academic community. Finally, I will write proposals for future research, building on the work done in my PhD, applying a similar conceptual and methodological approach to questions of language, justice and belonging in UK schools.This fellowship also aims to foster the research knowledge, skills and networks needed to underpin my academic career progression. Forging different forms of connections - to research-users, to broader research and policy agendas, and to the academic community - will both require and enable me to develop a range of important research capabilities. Building these connections and skills will greatly strengthen my capacity for impactful future research. Key to the professional development aims of this fellowship is the relationship with the Mentor, Dr Milligan, who is a successful and respected scholar in the field. Inclusion in the University of Bath research community also offers access to multiple formal and informal learning opportunities.The critical role of language in improving the quality and equity of education has been widely evidenced, yet it is a source of real frustration for researchers that language is rarely given priority in international education policy and planning (Tikly, 2016; Milligan, Desai & Benson, 2020). Connecting knowledge(s) and bringing together and amplifying the voices of young people, practitioners and researchers is key if language issues are be pushed to the forefront. This fellowship is designed to facilitate some of these connections and to develop the research capabilities I need to play a significant and influential future role in these debates.

在全球范围内，越来越多的年轻人正在努力通过一种在校外生活中不被广泛使用的国际语言来学习，最常见的是英语（Dearden, 2014; Milligan, 2020）。绝大多数研究表明，使用不熟悉的教学语言（LOI）会对学生的学习成绩产生不利影响，并导致低质量、不公平的教育体验（Afitska等，2013；Alidou等，2006）。然而，尽管面临这些挑战，与英语相关的愿望仍然非常高，学生和家长报告更倾向于英语教学（Qorro, 2009; Ferguson, 2013; Sah & Karki, 2020）。这种对英语的渴望支持了政策制定者对变革的抵制，导致了一场令人担忧的、似乎无法改变的LOI辩论。该奖学金建立在博士研究的基础上，该研究探索了坦桑尼亚两所中学学生的经历，这两所中学的官方语言是英语。博士研究发现，在LOI研究中缺乏对学生声音和代理的有意义的参与，并解决了这一问题，生成了一个丰富的、社会情境的学生愿望和谈判学校语言环境经验的描述。博士论文采用了一种理论方法，创新地重新构建了意向书辩论，承认了所有对立各方的关切和优先事项。该奖学金旨在通过将其研究结果与与语言、学习和教育正义有关的其他知识联系起来，扩大博士研究的影响。首先，我将与年轻人和专家从业者开展合作活动，共同为坦桑尼亚制作有影响力的材料。这将把研究结果与生活经验和对如何鼓励行为改变的理解联系起来，从而产生与当地相关的青年宣传和教师发展资源。其次，通过奖学金导师Lizzi Milligan博士，我将把我的博士研究与她关注卢旺达LOI和女童教育的项目的研究结果联系起来。通过共同制作政策简报和青年声音视频，这些综合知识将接触到更广泛的国际受众。第三，我将通过撰写期刊文章和发表会议论文来发展我的学术形象，将我的工作与跨学科的学术团体联系起来。最后，我将为未来的研究撰写建议，以我博士期间所做的工作为基础，将类似的概念和方法方法应用于英国学校的语言、正义和归属感问题。该奖学金还旨在培养研究知识、技能和网络，为我的学术生涯发展奠定基础。建立不同形式的联系——与研究用户、与更广泛的研究和政策议程以及与学术界的联系——既需要也使我能够发展一系列重要的研究能力。建立这些联系和技能将大大加强我未来有影响力的研究能力。该奖学金的专业发展目标的关键是与导师Milligan博士的关系，他是该领域一位成功且受人尊敬的学者。加入巴斯大学的研究社区也提供了多种正式和非正式的学习机会。语言在提高教育质量和公平方面的关键作用已得到广泛证明，但让研究人员真正感到沮丧的是，语言在国际教育政策和规划中很少得到优先考虑（Tikly, 2016; Milligan, Desai & Benson, 2020）。如果语言问题被推到最前沿，将知识联系起来，将年轻人、从业者和研究人员聚集在一起，并扩大他们的声音，是关键。这项奖学金旨在促进这些联系，并培养我所需的研究能力，以便在这些辩论中发挥重要而有影响力的作用。