Action research – learning languages
Three groups of teachers worked with Learning Languages regional facilitators to investigate an area of their own practice in teaching a language. The teachers’ aim was to improve their students’ achievement by improving their own practice in an area chosen by them.
Their inquiry was evidence-based. The main source of theoretical evidence was Ellis, R. (2005). Instructed Second Language Acquisition: A Literature Review. Wellington: Ministry of Education.
The evidence of student achievement, based on baseline and progress data, was collected during the teaching and learning.
The teachers worked collaboratively within their groups to develop their theoretical understandings of language teaching, learning and assessment; develop their ability to inquire into their own practice; and develop their ability to inquire into student learning and thinking. Their evidence and conclusions were presented at the end of the year to their own groups and, in some cases, to other teachers.
The action research reports and an evaluation of the project suggest the investigative processes carried out by the teachers are an effective form of professional learning, which informs practice and raises student achievement.