Rethinking Academic English programmes for inquiry-based learning

Md Golam Jamil

    Research output: Chapter in Book/Report/Published conference proceedingChapter

    Abstract

    The chapter contains the following four discussion areas. The naming and format of the sections are tentative. a) Why inquiry-based Academic English? Inquiry-based learning, an umbrella term, is synonymous to many expressions including Research Informed Teaching and problem-based learning. Contemporary higher education is widely inquiry-based where students learn through research, critical analysis and collaboration (Tong, Standen & Sotiriou, 2018). The learning is also linked to scholastic emancipation, employability, and social commitments. Academic English (AE) programmes prepare students to partake in higher education using English language. Here, English is not only a communication tool, but also an enabler of students’ engagement, exploration and critical thinking (Manalo & Sheppard, 2016). The section establishes the need for inquiry elements in AE pedagogies. b) Theoretical base The section is a critical discourse on learning theories led by constructivism (e.g., Vygotsky, 1962). The aspects of inquiry/exploration and foreign language acquisition as well as adult and collaborative learning features are also addressed (e.g., Brookfield, 1986). Additionally, it explains how behavioural, cognitive, and emotional engagement influence inquiry-based learning (e.g., Fredricks & McColskey, 2012). c) Empirical evidence from Bangladeshi universities The section reports findings of a mixed-methods research on three areas: (i) educational goals of traditional AE programmes in Bangladesh, (ii) driving factors that shape AE pedagogies in the context, and (iii) transferability of AE strategies to other subjects. The questions are explored through a document review, a learning experience survey with students (n = 150), and twelve semi-structured interviews with faculty members, in six Bangladeshi universities (public and private). d) Context-driven guiding principles The section provides two areas of guiding principles: (i) curriculum design, and (ii) pedagogical practice. Additionally, it discusses the good practice of assessment in inquiry-based AE programmes. References Brookfield, S. (1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. McGraw-Hill Education (UK). Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In Handbook of research on student engagement (pp. 763-782). Springer, Boston, MA. Manalo, E., & Sheppard, C. (2016). How might language affect critical thinking performance?. Thinking Skills and Creativity, 21, 41-49. Tong, V. C., Standen, A., & Sotiriou, M. (Eds.). (2018). Shaping Higher Education with Students: Ways to Connect Research and Teaching. UCL Press. Vygotsky, L. S. (1962). Thought and Language. MIT Press, Massachusetts Institute of Technology and John Wiley and Sons.
    Original languageEnglish
    Title of host publicationELT in Bangladesh: Past, Present and Future
    Publication statusIn preparation - 2019

    Fingerprint

    learning
    student
    education
    institute of technology
    teaching research
    employability
    constructivism
    emancipation
    learning theory
    language
    language acquisition
    Bangladesh
    foreign language
    best practice
    English language
    creativity
    commitment
    curriculum
    university
    discourse

    Cite this

    Jamil, M. G. (2019). Rethinking Academic English programmes for inquiry-based learning. Manuscript in preparation. In ELT in Bangladesh: Past, Present and Future
    Jamil, Md Golam. / Rethinking Academic English programmes for inquiry-based learning. ELT in Bangladesh: Past, Present and Future. 2019.
    @inbook{7a138b65e79f4cceb1ac6f1c193fa1eb,
    title = "Rethinking Academic English programmes for inquiry-based learning",
    abstract = "The chapter contains the following four discussion areas. The naming and format of the sections are tentative. a) Why inquiry-based Academic English? Inquiry-based learning, an umbrella term, is synonymous to many expressions including Research Informed Teaching and problem-based learning. Contemporary higher education is widely inquiry-based where students learn through research, critical analysis and collaboration (Tong, Standen & Sotiriou, 2018). The learning is also linked to scholastic emancipation, employability, and social commitments. Academic English (AE) programmes prepare students to partake in higher education using English language. Here, English is not only a communication tool, but also an enabler of students’ engagement, exploration and critical thinking (Manalo & Sheppard, 2016). The section establishes the need for inquiry elements in AE pedagogies. b) Theoretical base The section is a critical discourse on learning theories led by constructivism (e.g., Vygotsky, 1962). The aspects of inquiry/exploration and foreign language acquisition as well as adult and collaborative learning features are also addressed (e.g., Brookfield, 1986). Additionally, it explains how behavioural, cognitive, and emotional engagement influence inquiry-based learning (e.g., Fredricks & McColskey, 2012). c) Empirical evidence from Bangladeshi universities The section reports findings of a mixed-methods research on three areas: (i) educational goals of traditional AE programmes in Bangladesh, (ii) driving factors that shape AE pedagogies in the context, and (iii) transferability of AE strategies to other subjects. The questions are explored through a document review, a learning experience survey with students (n = 150), and twelve semi-structured interviews with faculty members, in six Bangladeshi universities (public and private). d) Context-driven guiding principles The section provides two areas of guiding principles: (i) curriculum design, and (ii) pedagogical practice. Additionally, it discusses the good practice of assessment in inquiry-based AE programmes. References Brookfield, S. (1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. McGraw-Hill Education (UK). Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In Handbook of research on student engagement (pp. 763-782). Springer, Boston, MA. Manalo, E., & Sheppard, C. (2016). How might language affect critical thinking performance?. Thinking Skills and Creativity, 21, 41-49. Tong, V. C., Standen, A., & Sotiriou, M. (Eds.). (2018). Shaping Higher Education with Students: Ways to Connect Research and Teaching. UCL Press. Vygotsky, L. S. (1962). Thought and Language. MIT Press, Massachusetts Institute of Technology and John Wiley and Sons.",
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    Jamil, MG 2019, Rethinking Academic English programmes for inquiry-based learning. in ELT in Bangladesh: Past, Present and Future.

    Rethinking Academic English programmes for inquiry-based learning. / Jamil, Md Golam.

    ELT in Bangladesh: Past, Present and Future. 2019.

    Research output: Chapter in Book/Report/Published conference proceedingChapter

    TY - CHAP

    T1 - Rethinking Academic English programmes for inquiry-based learning

    AU - Jamil, Md Golam

    PY - 2019

    Y1 - 2019

    N2 - The chapter contains the following four discussion areas. The naming and format of the sections are tentative. a) Why inquiry-based Academic English? Inquiry-based learning, an umbrella term, is synonymous to many expressions including Research Informed Teaching and problem-based learning. Contemporary higher education is widely inquiry-based where students learn through research, critical analysis and collaboration (Tong, Standen & Sotiriou, 2018). The learning is also linked to scholastic emancipation, employability, and social commitments. Academic English (AE) programmes prepare students to partake in higher education using English language. Here, English is not only a communication tool, but also an enabler of students’ engagement, exploration and critical thinking (Manalo & Sheppard, 2016). The section establishes the need for inquiry elements in AE pedagogies. b) Theoretical base The section is a critical discourse on learning theories led by constructivism (e.g., Vygotsky, 1962). The aspects of inquiry/exploration and foreign language acquisition as well as adult and collaborative learning features are also addressed (e.g., Brookfield, 1986). Additionally, it explains how behavioural, cognitive, and emotional engagement influence inquiry-based learning (e.g., Fredricks & McColskey, 2012). c) Empirical evidence from Bangladeshi universities The section reports findings of a mixed-methods research on three areas: (i) educational goals of traditional AE programmes in Bangladesh, (ii) driving factors that shape AE pedagogies in the context, and (iii) transferability of AE strategies to other subjects. The questions are explored through a document review, a learning experience survey with students (n = 150), and twelve semi-structured interviews with faculty members, in six Bangladeshi universities (public and private). d) Context-driven guiding principles The section provides two areas of guiding principles: (i) curriculum design, and (ii) pedagogical practice. Additionally, it discusses the good practice of assessment in inquiry-based AE programmes. References Brookfield, S. (1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. McGraw-Hill Education (UK). Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In Handbook of research on student engagement (pp. 763-782). Springer, Boston, MA. Manalo, E., & Sheppard, C. (2016). How might language affect critical thinking performance?. Thinking Skills and Creativity, 21, 41-49. Tong, V. C., Standen, A., & Sotiriou, M. (Eds.). (2018). Shaping Higher Education with Students: Ways to Connect Research and Teaching. UCL Press. Vygotsky, L. S. (1962). Thought and Language. MIT Press, Massachusetts Institute of Technology and John Wiley and Sons.

    AB - The chapter contains the following four discussion areas. The naming and format of the sections are tentative. a) Why inquiry-based Academic English? Inquiry-based learning, an umbrella term, is synonymous to many expressions including Research Informed Teaching and problem-based learning. Contemporary higher education is widely inquiry-based where students learn through research, critical analysis and collaboration (Tong, Standen & Sotiriou, 2018). The learning is also linked to scholastic emancipation, employability, and social commitments. Academic English (AE) programmes prepare students to partake in higher education using English language. Here, English is not only a communication tool, but also an enabler of students’ engagement, exploration and critical thinking (Manalo & Sheppard, 2016). The section establishes the need for inquiry elements in AE pedagogies. b) Theoretical base The section is a critical discourse on learning theories led by constructivism (e.g., Vygotsky, 1962). The aspects of inquiry/exploration and foreign language acquisition as well as adult and collaborative learning features are also addressed (e.g., Brookfield, 1986). Additionally, it explains how behavioural, cognitive, and emotional engagement influence inquiry-based learning (e.g., Fredricks & McColskey, 2012). c) Empirical evidence from Bangladeshi universities The section reports findings of a mixed-methods research on three areas: (i) educational goals of traditional AE programmes in Bangladesh, (ii) driving factors that shape AE pedagogies in the context, and (iii) transferability of AE strategies to other subjects. The questions are explored through a document review, a learning experience survey with students (n = 150), and twelve semi-structured interviews with faculty members, in six Bangladeshi universities (public and private). d) Context-driven guiding principles The section provides two areas of guiding principles: (i) curriculum design, and (ii) pedagogical practice. Additionally, it discusses the good practice of assessment in inquiry-based AE programmes. References Brookfield, S. (1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. McGraw-Hill Education (UK). Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In Handbook of research on student engagement (pp. 763-782). Springer, Boston, MA. Manalo, E., & Sheppard, C. (2016). How might language affect critical thinking performance?. Thinking Skills and Creativity, 21, 41-49. Tong, V. C., Standen, A., & Sotiriou, M. (Eds.). (2018). Shaping Higher Education with Students: Ways to Connect Research and Teaching. UCL Press. Vygotsky, L. S. (1962). Thought and Language. MIT Press, Massachusetts Institute of Technology and John Wiley and Sons.

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    Jamil MG. Rethinking Academic English programmes for inquiry-based learning. In ELT in Bangladesh: Past, Present and Future. 2019