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More motivated in bilingual education? - CLIL 2012 (public version)

Initial research findings presented at the CLIL 2012 conference, Utrecht, on 20th April 2012. Photos removed.
by

Tessa Mearns

on 30 August 2013

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Transcript of More motivated in bilingual education? - CLIL 2012 (public version)

More motivated in bilingual education?
New insights, new perspectives
Tessa Mearns, PhD student
Supervisor: Do Coyle; Co-supervisor: Rick de Graaff

2
Differences in the motivation of pupils in bilingual education and in ‘regular’ education
Effective measurement of motivation in these two groups
Experiences in the process of working with ‘pupil co-researchers’
Two-phase, mixed methods research
Phase 1 (QUAL): Exploringthe meaning of ‘motivation’
Phase 2 (QUAN): Larger-scale data collection on nature and strength of motivation
Largely pupil-led
Learning experience for both researcher and ‘researched’
Goals
Means
Eccentricities
Project Design
3
QUAL, pupil co-researchers
(Online) discussions
Research meetings
Research journal
2011-12
Phase 1
2012-13
Phase 2
QUAN
Questionnaire
Based Phase 1 findings
1 school
2 classes (2-thavo, 2-havo)
10 pupil co-researchers
Multiple schools
Cohorts of 1, 2, 3-(t)havo
Control
Recruiting now
Participant selection
September 2011
Informed volunteers
Class ballot
Mixed response from pupils
Researcher training
October 2011
Whole day (not ideal!)
Activities/Discussions
Preparation activities
Data Collection
Nov. 2011-Mar. 2012
Primary method:
Online discussions
Other methods:
Researcher meetings
Research journal
Alternative method:
Live focus groups
Now
Preparation for Phase 2
Pupil insights
Educational value
Previous studies (see References)
Future possibilities
4
Why this approch?
Disruption
Collaboration
Timetabling
Availability
Selection
Dedication
Enthusiasm
Teacher absence
5
Ethical & Logistical Issues
Input from pupil co-researchers
Feedback on online discussions:
Boring
Would be better on Twitter, etc.
Too much secuity
Easy to forget
Little meaning for them
Going on too long
Suggested alternatives:
Live discussions
Wrap it up soon!
Questionnaire
6
Consultation: Finding Solutions

NVivo 9
Participant casebook:
Demographic questionnaire data
Classes
Coded for:
Types of motivation
Manifestations of motivation
Sources of motivation
Comments on research process
Additional data from journal, training sessions, meetings etc.
7
Data Analysis
Initial Findings
8
Pupil views: Motivation
Pupil views: Language motivation
Pupil views: Bilingual Education
My observations
“They’re looking in their books and aren’t chatting and look concentrated”
Motivated/learning behaviour = ‘serious’ book work
Stronger if it comes from the self, not others
“I don’t do my best for Maths just so that I don’t disappoint my parents, do I? If they’re disappointed in me that’s their problem.”
“It never helps you learn if you just sit talking like that but maybe the teacher isn’t paying attention, which is a bit stupid.”
Heavy emphasis on teachers/teaching styles
“you’re more motivated if you have fun lessons”
Importance of languages for ‘future’
“You can do so much with languages later!”
Languages are boring but useful
“It’s handy to learn languages but it is just boooooring”
Similar emphasis on teachers
“I quite like languages. But the teachers often make them boring.”
Nearly all motivators instrumental
“otherwise we might not earn good money and then we won’t be able to buy a horse”
Bilingual pupils more motivated
“I notice that they’re…I don’t know…less serious than us”
Different atmosphere in bilingual lessons
“I once had to sit in on a bilingual lesson – a Maths lesson – and it was just…silent”
Biggest motivators for bilingual
“The trips!”
“It shows you’re more motivated”
“All the bilinguals just do it for the trips”
“It sounds better”
Little contact between streams?
“You haven’t been on trips with them”
Awareness of different treatment
“They do lots more fun things”
Awareness of differences in teaching style
“They learn more word lists"
“If they’re nicer to the teacher the teacher might do something fun more often”
Ambitions
“I think that pretty much everyone in our class wants to go to Vwo”
“I’m quite happy with Havo”
Atmosphere
Negativity, anger vs. constructiveness
Clearer, regular meeting times
Collaboration with teachers for extra support
More synchronous use of online discussions: avoid forgetfulness!
More appealing website
Twitter?
Alternative…?
9
In an Ideal World…
Phase 1:
Evaluation meeting with pupil co-researchers
Initial research report for in-school stakeholders
Pupil presentations/reports
Phase 2:
Questionnaire design
Pilot questionnaire
Recruit schools
10
What happens next?
Search for participants:
1, 2, 3-(t)havo in 2012-13
Ideally entire cohort
Anonymous questionnaire
Dutch-medium
Teacher supervision needed
Parental consent
Approx. ½ hour of class time, twice
Beginning and end of school year
11
Think your school can help?
t.l.mearns@abdn.ac.uk
Tessa Mearns
PhD Student
References
ATWEH, B. and BURTON, L., 1995. Students as Researchers: rationale and critique. British Educational Research Journal, 21(5), pp. 561-575.
BENNETT, G.K., SEASHORE, H.G. and WESMAN, A.G., 1947. Differential Aptitude Tests. San Antonio, TX: Psychological Corporation.
BLAND, D. and ATWEH, B., 2007. Students as researchers: engaging students' voices in PAR. Educational Action Research, 15(3), pp. 337-349.
BRAGG, S., 2001. Taking a Joke: learning from the voices we don't want to hear. FORUM, 43(2), pp. 70-73.
EUROPEES PLATFORM, 2011-last update, Tto Scholen [Homepage of Europees Platform], [Online]. Available: http://www.europeesplatform.nl/sf.mcgi?2629&cat=638 [07/11, 2011].
FIELDING, M., 2004. Transformative approaches to student voice: theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), pp. 295-311.
GUNTER, H. and THOMSON, P., 2007. But, where are the children? Management in Education, 21(1), pp. 23.
HADFIELD, M. and HAW, K., 2001. 'Voice', Young People and Action Research. Educational Action Research, 9(3), pp. 485-502.
HOLLINS, K., GUNTER, H. and THOMSON, P., 2006. Living improvement: a case study of a secondary school in England. Improving Schools, 9(2), pp. 141-152.
MALJERS, A., 2007. The Netherlands. In: A. MALJERS, D. MARSH and D. WOLFF, eds, Windows on CLIL. The Hague: European Platform for Dutch Education, pp. 130-138.
MITRA, D., 2001. Opening the Floodgates: giving students a voice in school reform. FORUM, 43(2), pp. 91-94.
RAYMOND, L., 2001. Student Involvement in School Improvement: from data source to significant voice. FORUM, 43(2), pp. 58-61.
ROBERTS, A. and NASH, J., 2009. Enabling students to participate in school improvement through a Students as Researchers programme. Improving Schools, 12(2), pp. 174-187.
SILVA, E., 2001. Squeaky Wheels and Flat Tires: a case study of students as reform participants. FORUM, 43(2), pp. 95-99.
THOMSON, P. and GUNTER, H., 2007. The Methodology of Students-as-Researcher: Valuing and using experience and expertise to develop methods. Discourse: studies in the cultural politics of education, 28(3), pp. 327-342.
VERSPOOR, M.H., SCHUITEMAKER-KING, J., VAN REIN, E.M.J., DE BOT, K. and EDELENBOS, P., 2010. Tweetalig onderwijs: vormgeving en prestaties. Groningen: Europees Platform.
12
School
1,600 pupils
3 streams (mavo, havo, vwo)
Bilingual/Dutch-language in all streams
Havo
pre-polytechnic (middle) stream
5 years (11/12-16/17)
Bilingual havo
pupil choice when registering at school
admission test based on D.A.T. (Bennett et al, 1947)
Contextual information
Initial research findings presented at the CLIL 2012 conference, Utrecht, on 20th April 2012
For ethical reasons, photographs have been removed from this public version of the presentation.
Full transcript