Participatory research and second language pragmatics: A focus on young learners (MGL4037)

The course aims to introduce the participatory research approach and contextualize it within young second language (L2) learners’ pragmatic development. Participatory research is a research approach that recognizes the value of collaborative knowledge co-construction between people with direct experience with the research topic and researchers. It is thus particularly well suited for researching classrooms, with learners’ being recognized as experts in their own learning process and as active contributors to classroom research.

In the second part of the course, the principles of participatory research are contextualized within L2 pragmatics. L2 pragmatics studies how learners of a foreign or second language master the skill of using language to communicate appropriately in different social contexts. Having got acquainted with the participatory research approach and the main concepts in developmental pragmatics, the students will be expected to design a participatory classroom research project within L2 pragmatics, and present it in the form of a research proposal, which they may further develop as their MA project.


Course description for study year 2024-2025. Please note that changes may occur.

Facts

Course code

MGL4037

Version

1

Credits (ECTS)

15

Semester tution start

Autumn

Number of semesters

1

Exam semester

Autumn

Language of instruction

English

Offered by
Time table

View course schedule

Content

The course builds on the knowledge and skills students have acquired in Linguistics for English Teachers, English Teaching Methodology 1 and 2, English Language, Literature and Culture, and Critical Literacies Pedagogy in the EFL Classroom.

The course aims to introduce the participatory research approach and contextualize it within young second language (L2) learners’ pragmatic development. Participatory research is a research approach that recognizes the value of collaborative knowledge co-construction between people with direct experience with the research topic and researchers. This type of research attempts to include research participants in some or all aspects of the research process, from the early stages of research design to data analysis and dissemination. As such, it is particularly well suited for researching classrooms, with learners’ being recognized as experts in their own learning process and as active contributors to the classroom research process.

In the second part of the course, the principles of this specific research approach are contextualized within L2 pragmatics. Pragmatics can be informally defined as "the study of how-to-say-what-to-whom-when" (Bardovi-Harlig 2013:68) and second language pragmatics studies how learners of a foreign or second language master the skill of using language to communicate appropriately in different social contexts. The course aims to introduce the major concepts and research findings related to the pragmatic development of young EFL learners (grades 1 - 10) in foreign and second language contexts. The topics to be covered include theories of L2 pragmatic development, development of speech act comprehension and production, metapragmatic awareness, and the role of instruction in pragmatics development. Having got acquainted with the participatory research approach and the main concepts in developmental pragmatics, the students will be expected to design a participatory classroom research project within L2 pragmatics, and present it in the form of a research proposal, which they may further develop as their MA project.

Learning outcome

Knowledge

After completing the course, the student will have an in-depth knowledge of:

  • The origins and principles, benefits and challenges of participatory classroom research
  • The various ways in which participation can be facilitated at different stages of the research process
  • The major theories of L2 pragmatics development
  • The main developmental patterns of specific speech acts in English in L2 contexts
  • The ways in which participatory research principles can be applied to L2 pragmatics research with young learners

Skills

After completing the course, the student will be able to:

  • Discuss and reflect on the main principles of participatory research in the young learner classroom, with a specific focus on the English language classroom
  • Discuss the main developmental patterns of specific speech acts in English as a second language
  • Analyse and critically evaluate research articles in the fields covered in the course
  • Apply their knowledge of participatory research and L2 pragmatics to choose relevant research topics and design their own classroom projects

General competencies

After completing the course, the student will be able to:

  • Use academic English confidently and functionally in spoken and written discourse
  • Apply their knowledge of English pragmatics to further develop their own language competence
  • Apply their knowledge of participatory research and developmental patterns in L2 pragmatics to their own English teaching and classroom research

Required prerequisite knowledge

One of the following alternatives:
MGL2032 English 1: English Linguistics for Teachers for grades 5.-10., MGL2033 English 1; English Teaching Methodology for Young Learners (5.-10.), MGL2034 English 2; English Teaching Methodology 2 (5.-10.), MGL2035 English 2: English language, literature and culture (5-10)
MGL2032 English 1: English Linguistics for Teachers for grades 5.-10., MGL2033 English 1; English Teaching Methodology for Young Learners (5.-10.), MGL2036 English 2. English teaching methodology: Language, literature and culture (5-10)
MGL2032 English Linguistics for Teachers for grades 1.-7., MGL2033 English 1 - Teaching Methodology for Young Learners (1-7), MGL2034 English 2; English Teaching Methodology for Young Learners (1.-7.), MGL2035 English 2: English Language, Literature and Culture (1-7); 4036 Critical Literacies Pedagogy in the EFL Classroom

Recommended prerequisites

The students taking the course should have reached the CEFR C1 level in English in reading, writing, speaking and listening.

Exam

Home exam and oral exam

Form of assessment Weight Duration Marks Aid
Home exam 3/5 5 Days Letter grades All
Oral exam 2/5 30 Minutes Letter grades - 1)

1) Powerpoint slides, handouts etc

Take-home exam (Research proposal) and oral exam (Presentation of the research proposal)Form of assessment Weight Duration Marks AidTake-home exam 3/5 5 work days Letter grades (A-F) Oral exam 2/5 30 min Letter grades (A-F)The take-home exam lasts 5 work days. The exam has to start and finish within regular work hours. (3,500-4,000 words; individual): 60% of the final gradeOral presentation (individual): 40% of the final gradeBoth parts of the exam must be passed to get a final grade in the subject. If the exam does not meet the requirements for a passing grade, it can be revised and re-submitted in the re-sit exam term.

Coursework requirements

Compulsory assignments, Mandatory attendance

Mandatory attendance, Compulsory assignments

  1. Students must attend a minimum of 70% of all lectures and seminars.
  2. Students need to design and conduct a small-scale classroom project during their teaching practice.
  3. Students need to hold an oral presentation in class to present the project they conducted in their teaching practice.
  4. Students need to submit a draft of their research proposal for feedback (ca. 2,000 words).
  5. Students need to submit an individual reflection note (1,000-1,500 words).

These must be approved before the students can take the exam.

Course teacher(s)

Course coordinator:

Milica Savic

Course teacher:

Anders Otterbech Jølbo Myrset

Study Adviser:

Kjersti Gjedrem

Method of work

This course will utilize a combination of lectures, seminars, students' presentations and students' research work. Much of the course content is not age specific and for that reason many topics will be presented to both groups at the same time. However, some of these topics will be contextualized and discussed at a deeper level in separate1-7 and 5-10 seminar groups. Students are expected to work on individual and group assignments in study groups throughout the course.

Course assessment

There must be an early dialogue between the course supervisor, the student union representative and the students. The purpose is feedback from the students for changes and adjustments in the course for the current semester.In addition, a digital subject evaluation must be carried out at least every three years. Its purpose is to gather the students experiences with the course.

Literature

The syllabus can be found in Leganto