1. School of Languages, Cultures and Societies
The Teacher Researcher: Challenges and Support
Hanem El-Farahaty
11July 2016
9/20/2018
Dr H El-Farahaty

2. Outline of Presentation
Introduction: group discussion 1
Examples from LCS: individual and group scholarship activities
Examples from AIMES: scholarship activities and publications
Group discussion 2
Next steps/support
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Dr H El-Farahaty

3. Group Discussion 1: Brainstorming
What are the challenges/limitations that prevent a teacher of being researcher?
How can you overcome these limitations? What can help you become a researcher?
What is research-led teaching? Give examples
What is teaching-led research? Give examples
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Dr H El-Farahaty

4. Examples form LCS scholarship
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Dr H El-Farahaty

5. Cross Linguistic Parity:
An error analysis of final year students´ written production in Spanish and Arabic.
Bettina Hermoso Gómez Spanish, Portuguese, & Latin American Studies and Hanem El-Farahaty Arabic, Islamic and Middle Eastern Studies
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Dr H El-Farahaty

6. Joint Research Hypothesis:
Learners of Spanish and Arabic have error profiles in their L2/L3 written work that differ (a) from Single Honour Students’ studying only either Spanish or Arabic and (b) their error profile show interference from the L2/L3.

7. Research questions for Spanish
What does an analysis of errors in final year students' written production (SPPO3010) reveal in relation to level C1 of the Common European Framework of Reference?
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Dr H El-Farahaty

8. Research Questions for Arabic
How does error analysis help in classifying the common errors in final year students writing production
How this can help in the design and assessment of Advanced Skills in Arabic (ARAB3020)

9. Senior Teaching Fellow Italian
An analysis of errors common in Leeds University students’ written texts during their final year   Promoting the Common European Framework of Reference for Languages (CEFR) for progression from ab initio to degree challenges
to understand the progress of ab initio and post-A-level students;
to promote the Common European Framework of Reference for Languages (CEFR) for progression in language learning Chiara La Sala
Senior Teaching Fellow Italian
9/20/2018
Dr H El-Farahaty

10. Sofia Martinho Spanish, Portuguese, & Latin American Studies
Exploring students’ use of the Internet to autonomously improve language skills
Sofia Martinho Spanish, Portuguese, & Latin American Studies
RQ:
How are my students using the Internet to improve their foreign language skills outside the classroom?
9/20/2018
Dr H El-Farahaty

11. How do post-beginners feel about their experience of learning Japanese at a university? – From a motivational point of view Kazuki Morimoto Japanese (East Asian Studies)
9/20/2018
Dr H El-Farahaty

12. Research questions
Are there any significant difference between ab-initio students and post-beginner students in terms of language attainment at the end of each year and at the point of graduation?
If there is not much difference, why?
How do both ab-initio students and post-beginner students feel about their experience of learning Japanese in Leeds?
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Dr H El-Farahaty

13. AIMES ongoing scholarship activities
Projects
Cross Linguistic Parity - Hanem El-Farahaty, AIMES & Bettina Hermoso Gómez, SPLAS
[An error analysis of final year students´ written production in Arabic and Spanish with implication to the design and assessment of Advanced Skills in Arabic (ARAB3020)]
Blended learning and the use of technology in Teaching Arabic – Samar Al-Afandi
[Using iPads and mobile devices to engage students with interactive lessons in language teaching; for example using Nearpod and Shadow Puppet Edu]
Application of the CEFR to the teaching & learning of Arabic – Rasha Soliman
[Using language corpora to aid choice of language topics and variation linguistic elements to be taught in each proficiency level]
Exploring the Use of the Internet to Improve Students Language Skills – Ruba Khamam
Review of the learning and teaching of Arabic in the UK,
Accreditation for Arabic programmes in schools
[British council funded project by Leeds, Edinburgh, Goldsmith]
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Dr H El-Farahaty

14. AIMES ongoing scholarship activities
Publications
James Dickins:
Thinking Arabic Translation – expanded second edition (with Sandor Hervey and Ian Higgins), to be submitted to Routledge this month.
Thinking Translation Methodology – book which Routledge are considering for publication.
Standard Arabic: An Advanced Course – possible second edition with expanded team of writers.
Mustapha Lahlali & Radia Kesseiri
Reading and Listening: From Intermediate to Advanced Level
Hanem El-Farahaty & Mustapha Lahlali
Advanced Arabic Grammar, Edinburgh University Press. (Forthcoming, 2016)
Sameh Hanna, Hanem El-Farahaty & Abdel Wahab Khalifa (Forthcoming, 2017)
Routledge Handbook of Arabic Translation
9/20/2018
Dr H El-Farahaty

15. Group Discussion 2
Think about issues that you come across in the last few years in your teaching.
e.g. assessment, a teaching method, activity that you tried in class and it worked (good practice), did not work (bad practice), etc.
List some of the pedagogical problems/questions that could be a field of research of Arabic as a foreign language.
How can you solve/answer them?
Methods of researching these.
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Dr H El-Farahaty

16. What do you need to do to be a researcher?
From observation to reflection to research
Core question: What works / doesn’t work?
A more formal approach: error analysis, surveys, questionnaires, focus groups, and obsrvations
Sharing findings
Research in other languages
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Dr H El-Farahaty

17. What is next? Research question/problem/shared projects
Research it (individually) or (in groups)
Dissemination? seminars, workshops, conferences, fora, and publications.
Links with universities
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Dr H El-Farahaty

18. The Leeds Language Scholarship Journal:
Support in Leeds
Support in Leeds:
The Centre for Excellence in Language Teaching:
It s aim is to shape language education scholarship within LCS
The Leeds Language Scholarship Journal:
Digital hub: videos, blogs, interviews, etc..
Student Education Conference (SEC/DigiFest 2017)
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Dr H El-Farahaty

19. Support for self-development beyond Leeds
The British Council
Edinburgh University, 1 week course, aimed at teachers who can teach Arabic: the communicative/ integrated approach, the use of technology
Postgraduate Certificate / Diploma in Teaching Arabic as a Foreign Language SOAS:
Goldsmith: PGCE in Arabic
HEA:
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Dr H El-Farahaty

20. Stay in touch with AIMES team
Ahmed Elgindy:
Hanem El-Farahaty:
James Dickins:
Mustapha Lahlali:
Rasha Soliman:
Ruba Khamam:
Samar Al-Afandi:
Sameh Hanna:
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Dr H El-Farahaty

21. Thank you
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Dr H El-Farahaty