Identifying and Developing my Research Question

Identifying and Developing my Research Question

Sincerely speaking there is a lot to wonder about, choosing a research question can be a bit challenging because there is a lot of questions one would like ask regarding globalization, and being internationally minded you tend to be stock on what to ask or what you feel is most important.

Most questions can be too broad but I want to ask questions that is achievable and answerable. I have two questions in mind.

1. I would want to have my research question on curriculum for international schools. As a Pre-K teacher, I am yet to see what curriculum is available to this grade, if the school from K-5 has a curriculum why is there no specific curriculum for Pre-K? I have also discovered that it’s not just my school but other international schools that have preschoolers. What will be done about this and is it possible to look into a general curriculum for Pre-K?
2. My second research question would be: What differentiations and accommodations are in place for English Language Learners (ELL), and English as a Second Language students (ESL)?

Is there a generalized differentiation system that is adopted by international schools? I know in my school, we do the pull out and push in for ELL students.

People are moving, leaving their culture and language to find himself in a new environment where they have to learn new or second language. This is a universal and global thing, people are moving year in year out.

Is there provision of specialized ELL teachers, do they plan with homeroom teacher to accommodate or modify student learning? Are teachers maintaining same expectation but looking for more flexible ways for ELL students to be included in the daily process of learning.

My concern is, since all students may have different learning styles, how will teachers differentiate for a large group of ELL students?

In terms of language acquisition at an early age, I have discovered that students on a more targeted ELL program have a greater rate of retention when it comes to learning new words. And in the international schools (if the classroom is predominantly ELL), the students acquire the new language significantly slower, due to the 'international' early years philosophies they abide by.

From one study I wouldn’t expect to find anything definitive, but it could be a foundation for further study. 

I plan to use my school and my class for this project/experiment, I would have a defined targeted language goals to be achieved by the weeks end and then teach that entire week in a style supported by a certain curriculum (the one I have been using).

  I could interview teachers or do a survey, or through online technology to gain a more global perspective, and thus create a report outlining the perceived success or failures of international curriculum when supporting ELL students.

I could use the written curriculum provided to teachers and cross analyze them as well as getting the views of teachers who currently work in the respective curriculum.

And if there is accommodation for ELLs, to what extent is the accommodation and how does it cut across the curriculum, is it a global thing?

This research will be important because if we say our school is an international school and some students are not effectively learning because of language barriers, then what makes it an international school? Where is the accommodation and how do we want students to feel in their learning environment. As educators, we want to make our students feel welcomed in the school and in the classroom, we want to give them a sense of belonging and assure them that they are part of the learning in school.

Our students come from different parts of the world and expect that as they move from their culture and language that they can feel that sense of belonging in what environment they find themselves. This is what international school should put in place.

Factors like learning styles and needs should also be at the back of every teacher’s mind and every school should set accommodation for their international students especially ELL students because communication is the key to basic education.