Summer Research Program

Project title: 

Inclusive Strategies for Language and Literacy Development in Australian Schools: Supporting All Learners, Including EAL/D Students

Project duration & delivery

The project requires 2-4 hours per week of collaborative work on site or on zoom with me, and 15 to 20 hours of independent research per week 

 (in the six week of 13 Jan – 21 Feb 2025).

Description:

Project Overview: Research for UQ Library Pressbook on Teaching EAL/D in Mainstream Australian Schools

Background:

The increasing linguistic diversity in Australian schools presents unique challenges and opportunities for educators. As the number of students who speak additional languages and dialects (EAL/D) continues to grow, there is a pressing need for comprehensive resources that support effective teaching strategies in mainstream classrooms. This pressbook aims to fill this gap by providing an accessible, research-based textbook that integrates insights into bilingualism, multilingualism, second language learning, and the integrated learning of curriculum content and an additional language that is not the students’ native or first language.

Aim:

The primary aim of this project is to develop an online textbook that will serve as a core resource for EDUC2750 Multilingualism and Education, a mandatory course offered since 2020 as part of the Bachelor of Primary Teaching at the School of Education. The course focusses on teaching EAL/D students in mainstream Australian schools. The book will also be designed to be adaptable for use in similar courses at other universities, making it a valuable reference for educators and students alike.

Approach:

To achieve this aim, the project will involve a structured six-week research phase, during which a research assistant will be engaged to:

• Conduct a comprehensive and up-to-date literature review on key topics, including bilingualism, multilingualism, second language acquisition, content and language integrated learning (CLIL), and teaching EAL/D students in Australian mainstream schools.
• Identify and evaluate existing educational resources, case studies, and teaching methodologies that are relevant to EAL/D education in Australia.
• Compile and organise these sources to inform the content and structure of the pressbook.
• Collaborate closely with the project lead to ensure the research aligns with the specific objectives and pedagogical goals of the course.

The outcome of this research phase will directly inform the writing and development of the pressbook, ensuring it is grounded in current educational theory and practice while being highly applicable to the needs of educators in Australia.

Expected outcomes and deliverables:

Learning Outcomes:

This project offers undergraduate students a valuable opportunity to develop a range of academic and professional skills. By participating as a research assistant, the successful applicant can expect to:

• Develop Research Skills: Learn how to conduct a thorough literature review, assess educational resources, and organise information in a way that contributes meaningfully to a larger project.
• Experience in Educational Content Creation: Play a key role in developing an online textbook, providing hands-on experience in creating educational materials that will be used by other students and educators.
• Enhance Academic Writing: Improve academic writing skills through the preparation of reports, annotated bibliographies, NotebookLM notebooks and other research outputs, which may also enhance their portfolios.
• Project Teamwork: Gain experience in adhering to a research project timeline, working collaboratively with the project lead, and contributing to the successful completion of a significant academic endeavour.
• Understand EAL/D Education: Gain a deeper understanding of how bilingualism, multilingualism, and second language learning apply to teaching in mainstream Australian schools.

Deliverables:

As part of their role, the undergraduate research assistant will be expected to complete the following tasks:

• Literature Review: Conduct a review of existing research on key topics like bilingualism, multilingualism, and second language learning, with a focus on their relevance to Australian schools.
• Resource Collection: Gather and organise educational resources, case studies, and examples of best practices that will be included in the textbook.
• Annotated Bibliography: Create an annotated bibliography that outlines the importance and relevance of the sources reviewed, providing a clear summary of each source’s contribution to the project.
• Progress Updates: Submit regular updates on the progress of their research, highlighting key findings and any challenges encountered.
• Final Report and Presentation: At the end of the six-week period, students will produce a final report summarising their research work and present their findings in a brief oral presentation to the project lead.

This experience will help students develop important academic and research skills, while also giving them the chance to contribute to a project that will have a real impact on educational practices. It will be a valuable addition to their academic experience and portfolios.

Suitable for:

• 3^rd and 4^th Year students from any background in the Humanities (this includes students who are currently in 2^nd Year and will be in 3^rd year in 2025)
• Education students preferred, but not a requirement
• Students who have completed EDUC2750 Multilingualism and Education might be interested and are encouraged to apply.
• A genuine interest in how to support school students in Australia who are from many different multilingual backgrounds is expected.

Primary Supervisor:

Dr. Simone Smala

Further info:

Feel free to contact the Primary Supervisor for further details:

s.smala@uq.edu.au

Project title: 

Children's writing and wellbeing in a digital world

Project duration & delivery

The selected student researcher will work for 30-35 hours per week during the period between 13 Jan – 21 Feb 2025.

The project will be offered mainly on-site, although some of the activities (e.g., meetings) can take place virtually.

Description:

This research project will explore primary school children’s (Years 4-6, aged 9 to 12) writing life in a digital environment in Australia. The project will pursue the following research questions:

RQ1: What are the different kinds of writing that primary school children do in their day-to-day life?

RQ2: How do children’s writing lives look like in a digital environment?

RQ3: What kind of attitudes do children have towards writing in a digital landscape?

RQ4: Are there relationships between writing and wellbeing with reference to children?

Writing is an essential skill for citizens in literate societies for their social and economic survival and wellbeing. It is also considered one of the 21^st century skills for children as well as adults. However, children’s writing development has been a concern across education systems. For example, in the Australian context, NAPLAN writing shows students’ lower level of performance and limited progress and development over the years. Research has reported some children’s aversion to writing. Writing instruction at school is less than optimal due to various constraints including limited instruction time and support for writing.

We argue that children’s aversion to writing and poorer writing performance may be associated with their growing attraction to the screen and their limited engagement with writing outside school in a digital environment. The development of writing requires a lot of practice and support at school and home. Children are exposed to reading relatively easily as this can be done any time anywhere. However, writing needs more thinking, preparation, and investment. Although children’s digital interests may require some kind of writing (e.g., online chatting with friends), we don’t know much about this writing, how it relates to school writing and how it may contribute to their writing development. More critically, there are concerns that writing may be neglected by children as it may not be aligned with their interests in screen and other forms of digital consumption.

Expected outcomes and deliverables:

The summer scholar will develop various skills and insights from their participation. First, they will develop an understanding of children’s writing and writing life in a digital environment. Second, they will learn how to plan, manage and analyse data. Third, they will learn how to conduct literature review and synthesise findings from this review. Finally, they will understand how ethics relates to research and what ethical rules and principles govern research projects.

They will work with the research team to generate publications based on the data that they will be collecting as part of the project.

Suitable for:

The project is open to students from the Master of Educational Studies program in the School of Education at UQ. They would have completed the first semester of their study. Students who have studied TESOL/literacy courses would be given priority as the project is related to these areas.

Primary Supervisor:

Associate Professor Obaid Hamid

Further info:

Potential applicants are welcome to contact the supervisor for any question. The email address is: m.hamid@uq.edu.au