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¶ … intersection of ESL learners and ESL teachers, both of whom have specific needs that have to be met in order for a positive and productive interaction to take place.
Educators of a high percentage of English Language Learners (ELLs) students are faced with financial concerns as the cost of training has increased significantly in recent years (RPS, 2015) while students are impacted by the pressure of needing to become proficient in academic English in order to be prepared and to excel at secondary studies. Furthermore, neither of these situations is static but rather is dynamic and affects each other, as needs change on an individual basis. Moreover, the new ESL curriculum places new demands on both, further affecting the issue. The problem is how to measure the effect that the two (student and teacher) have on one another in terms of impacting preparation and effectiveness.
The research question is two-fold and inter-related: First, how does the new English as a Second Language (ESL) curriculum impact the students' language proficiency and academic progress? And, second, what is the process of the curriculum committee in making decisions about courses? These two questions reflect the core considerations at the heart of the intersection of the ESL student-teacher relationship. (Creswell, 2012)
2. Research Design and Approach
The instrumental case study approach will be utilized in this study in order to provide a description, analysis and interpretation of the phenomenon that exists at the intersection of ESL students and ESL teachers regarding the new culture surrounding the new curriculum. The instrumental case study is helpful in isolating a specific area of concern and utilizing a single case "to illustrate...
74). Likewise, Baxter and Jack (2008) report that the instrumental case study allows the researcher to gain insight on an issue (p. 549). Thus, the research design is based on phenomenological analysis, which gains insight by observing the interactions of the particular persons affected by the intersecting issues (Merriam, 2002). The design includes in-depth interviews with participants (teachers and students) and immersion by the researcher into the world of the ESL teacher and student so as to better understand this situation.
3. Sampling Procedures
The sampling procedure that will be used in this study will be convenience sampling. This will allow the researcher to utilize the resources that are available to him at the school where the new curriculum is taught. Thus, this study will be most important to the individual school as it will reflect on the relationship between the teacher and the student as well as the needs of each. Therefore, the sampling will be convenience, using the ESL teachers and students at this particular college, so long as there are no objections on their part.
4. Data Collection Methods
For this qualitative study the data was collected by way of an interview with a teacher as well as by classroom observation. The social connection helped established intimacy and rapport, which is essential in a phenomenological study (Obeng, 2002). Both open-ended and close-ended questions were utilized.
Closed-ended questions are helpful for gathering precise, basic information, while open-ended questions are helpful for gathering information that allows the researcher to develop a more in-depth understanding of the participant. Open-ended questions…
References
Baxter, P., Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4): 544-559.
Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing among
Five Approaches. CA: Sage.
Lin, C. (2013). Revealing the "Essence" of Things: Using Phenomenology in LIS
The more that your questions are descriptive or explanatory the more that the case study method will be relevant; How should I select the case to be studied?": According to Yin: "you need sufficient access to the potential data, whether involving people to be interviewed documents or records to be reviewed, or observations to be made in the 'field'. Given such access to more than a single candidate, you should
school known as St. Martin de Porras. There were two portions to the case study…a part "A" and a part "B." The two parts were very much a "before" and "after" of a school that was in very rough shape and in every measurable way. This report will have a brief literature view, a methodology section, a study section and an analysis section. The literature review and methodology section
Ethnography, case study, narrative, phenomenology, grounded theory Ethnography The qualitative research format of the ethnography began in the discipline of anthropology. Ethnography "is a long-term investigation of a group (often a culture) that is based on immersion and, optimally, participation in that group" (Ethnography, 2013, Colorado State University Writing Guides.). The researcher embraces his or her outsider perspective and contrasts his or her own responses to participating in group rituals and
Phenomenological Design: An Overview Phenomenology is one of a multitude of different qualitative designs that a researcher can select. Other potential options include case studies, ethnographies, and grounded research. Phenomenology is one of the oldest and most flexible of all qualitative approaches. Phenomenology is a way of knowing that is focused not upon a predefined research question or even a highly specific community or individual like an ethnography or case study.
equal amount of studies are conducted using qualitative methodologies. Each of the approaches has its own advantages and disadvantages. Quantitative research involves a numerical approach with quantitative data abounding. Qualitative research involves an approach that calls for a more thought or ideal process focusing on the participant's perceptions, ideals and feelings. Phenomenology certainly falls into the qualitative approach to research. As one recent study determined "phenomenology is a qualitative method
Questions and answers coding also enhances the ability of the researcher to debrief the interview process effectively and efficiently thus the opportunity to facilitate data collection process (Compton, 2009). Categories There are several categories in the execution of interviews in the process of collecting data. This interview falls under the category of individual interview. This is because of its nature and coding method thus a reflection of face-to-face encounter between the