Phase 1: Evolved Research Question
The information gathered from the True or False Worksheet, Circles of Englishes Worksheet, Post-Intervention Questionnaire, and Post-Intervention Interviews showed me that including EIL education within the framework of ESOL teaching is not redundant or unnecessary, rather it improves students’ confidence of their own accents and their feelings of membership within the global English speaking community. However, this information did not sway the majority of the participants to change their pronunciation goals to intelligibility rather than native-like accent. Upon reflection, I theorized that perhaps it was a lack of practical application that prevented students from connecting to the information and altering their pronunciation goals. Due to this reflection, I identified a gap in my study. Although the students were presented the information on EIL in a comprehensive theoretical light, they were not given the opportunity to use it in a relatable and functional manner. Taking into account learning styles and interests, I believed it imperative that the students experience the information they learned in the first phase in a realistic and real-world way. Therefore, my second phase revolved around the practical application of EIL within the classroom and worked to promote EIL in direct correspondence to the students’ lives.
Therefore...
How can ESOL instructors successfully implement an EIL framework into ESOL classrooms?
- To what degree does an EIL framework alter students' pronunciation goals?
- How can student confidence levels and feelings of membership be increased within ESOL classrooms?
How can ESOL instructors successfully implement a functional and relatable EIL framework into ESOL classrooms?
- How does implementing a practical EIL framework affect student pronunciation goals?
- How does the use of an EIL framework strengthen feelings of membership within ESOL classrooms?