Scholarship Lunches 2023/24: testimonials
Hear from some of our colleagues who contributed to one of our CELT Scholarship Lunches during the academic year 2023/24: what did they talk about and how did they find the experience?
Isabel Molina Vidal, Lecturer in Spanish: The use of text-based online chat to promote self-repair of recurrent grammar errors in Spanish when speaking
My presentation showed preliminary results of a research project/PhD thesis on the benefits of using SCMC (synchronous computer-mediated communication) in the form of text-based online chat to promote self-repair of grammar errors when speaking in advanced learners of Spanish. The research design is based, among other, in the benefits of writing for speaking (Beauvois, 1997).
Presenting your own research to an audience who has not heard about the topic before, helps the researcher to make ideas clear and understandable. The limited amount of time also contributes to be precise and select the most relevant information. The Q/A section of the CELT lunch was very useful to gather other points of view from colleagues and get ideas about potential uses of this practice in other languages. Finally, it is an excellent practice before having a VIVA of your thesis.
Karima Gaci, Lecturer in French: An approach to teaching past participle agreements of pronominal verbs in French differently
My contribution was about a long-awaited book chapter which has been published recently. It focuses on one of the possible ways to teach/adapt/contextualise a French grammatical point (agreement of past participles of pronominal verbs) to learners whose first language is English. I bring the perspective of a linguist and didactician to a recurrent teaching difficulty and suggest possible strategies to approach this grammatical point through a series of drawings.
This type of informal context is a great opportunity to share practices with colleagues and start new debates. The field of pedagogy is limitless and the numerous questions arising from our own practices or the field in general are a testimony to the importance of keeping such dialogues/discussions open. It is a great opportunity to discuss pedagogical practices as well as other considerations in a friendly and inclusive environment. Input from other colleagues can also trigger new project ideas.
Cuie Xu, Lecturer in Korean: Factors Influencing Korean Language Teaching Practices
The talk I gave at the Scholarship Lunch was reporting on a pilot study I conducted on six Korean language scholars for a study that investigates the factors influencing language teaching practices. The pilot study revealed that most of the teaching practices measured could be associated with openness. And the amount of workload has a strong positive correlation with stress or burnout, which has a negative impact on teaching practices, as five out of six respondents reported being less creative in their teaching design when stressed or burned out. However, as the dataset was small, the findings are preliminary and exploratory. Nonetheless, the pilot study greatly informed the design of the questionnaire for the main study.
The best thing about presenting at CELT lunch is that it is a great opportunity to get input from colleagues who also teach languages. For example, one colleague pointed out that teachers' cultural backgrounds could impact their teaching practices, which will be reflected in the design of the questionnaire for the main study. My main takeaway is that CELT lunch is a very inclusive place for all to share ideas. And I would certainly like to do it again.
Alba del Pozo García, Lecturer in Spanish Language: Students' perspectives and expectations about language and content
I shared my current scholarship project where I am investigating Level-1 students’ perceptions of their language study outside language modules. This is an ongoing project, but current data points that Modern Languages programmes should integrate better cultural content and language.
These lunches provide an informal environment and a very much needed community of practice. They are an opportunity to share work-in-progress with colleagues and to receive valuable feedback. For example, some useful ideas about possible next steps.
Olive Nabukeera, Lecturer in English (EAP Teaching & Scholarship): Race and teacher identity in EAP
My presentation was a preview of the ideas in my forthcoming book chapter in the 2024 Bloomsbury series on language teacher agency titled, “The Visible Invisibility of Black Educators in ELT”. This chapter delves into the intricate dynamics of racial and linguistic identity among Black academics examining their experiences of professional engagement, negotiation and agency within predominantly white academic spaces, as well as implications for EDI policy and practice. The final manuscript has since been submitted for publication later this year.
Presenting at the lunch provided an opportunity to engage with an audience that may have been familiar with equity, diversity and inclusion initiatives in higher education, yet possibly less acquainted with the experiences of faculty of colour, particularly Black teachers in the field. The feedback received was invaluable, and ranged from inquiries about my original doctoral study that informed the ideas in this talk, personal conversations, as well as opportunities for collaboration on related research projects with colleagues in other departments. Reflecting on my personal insights gained from this CELT lunch and previous presentations on this topic, I have written an article titled, “Listening Beyond Whiteness”, which critically examines how different audiences perceive Blackness. This article is slated for publication in the summer of 2024 in the Language Magazine.
Ayako Yoshino, Lecturer in Japanese, and Cuie Xu, Lecturer in Korean: Post-pandemic language study skills of Japanese/Korean students
We observed changes in students' study expectations post-Covid, prompting an investigation into the study habits of Level-1 students. While the project is in its initial stages, it has revealed a clear necessity for guidance in study skills. Presently, language learning skills are part of the hidden curriculum, with students expected to acquire them independently.
The best aspect of the CELT lunch is the opportunity to receive informal feedback and pointers from colleagues. These helpful comments encourage us to consider the project from various perspectives, and most importantly, foster a sense of community among us.
Melissa Scalabrin, Skills Enhancement Fellow in the School of Law: Motivations of monolingual L1 English students to study a language via University Wide Language Programmes
I shared my current doctoral study in which I employed a Constructivist Grounded Theory approach and utilised the three basic psychological needs (1) Autonomy, (2) Competence, and (3) elatedness according to the Self-Determination Theory to explore the initial motivations of monolingual L1 English students to enrol on to the University Wide Language Programme (UWLP) module at one university in Northern England.
What I particularly enjoyed and beneffited from: meeting staff from CELT and discussing my study in a meaningful space. Receiving initial feedback and hearing suggestions for disseminating my research were two main takeaways – thank you so much.