Giving teachers the confidence to engage in meaningful active classroom research: Case studies from the MFL teaching community in the UK Suzi Bewell The University of York PGCE Modern Languages Course Leader

Who am I? mum and wife MFL teacher &MFL teacher teacher trainer Early Career Researcher part-time freelance consultant

In this session, I will … -provide concrete examples of how time-poor teachers can engage with small-scale active classroom research -draw on my own teaching career including time spent as a lead practitioner for languages for the Specialist Schools and Academies Trust -share examples from the Masters level work of my PGCE MFL trainees -focus on the 2013 MFL classroom-based research evidence of CfBT

Early Career Researcher UHWU

SSAT Lead Practitioner accelerating-language-learning-using-phonics/ ments/handbooks/home- school_relationships.pdf

MFL in the Press gb/files/UKNewsletter_Spring2013.pdf

University of York Trainees M Level work

University of York M-level case studies

Reflection time – SWOT Analysis Key Question: Why are many teachers scared of the ‘R’ word? Strengths Weaknesses Opportunities Threats

Weaknesses Threats

Strengths Opportunities

Want to know more? ‘The Quiet Revolution’ (2013, CfBT) … so quiet no-one knows about it! Modern-Foreign-Languages-A-Practitioner-s-Perspective

What next? Find something that you are passionate about changing for the better (and for the greater good of other professionals in your field) Collaborate - Investigate – Summarize - Share

Concluding comments: Research is for normal teachers and not just for ‘University types’ Research should be active & classroom-based If you don’t have the time to write up your findings, find someone who does RESEARCH

Be brave! Be bold! Don’t always do as you’re told! Suzi Bewell The University of York PGCE Modern Languages Course Leader