Reserved for Research? Normalising Corpus Use for School Teachers

Authors

  • Rachel Allan Mid-Sweden University

DOI:

https://doi.org/10.35360/njes.795

Keywords:

data-driven learning, teacher training, secondary school, classroom applications

Abstract

There has been much discussion about the persistent gap between research and practice in the use of corpora in the classroom (Frankenberg-Garcia 2012; Chambers 2019 among others), despite strong evidence of its benefits (Boulton 2017). The majority of studies into data-driven learning (DDL) have been carried out by those with a particular interest and skill level, predominantly in higher education, and the need to complement these with a broader base of studies involving practising language teachers in a school environment has been highlighted (e.g., Boulton 2010; Chambers 2019). For such studies to take place, however, more school teachers need to be made aware of DDL and its potential for use in the classroom.

This article discusses what we can learn from research into DDL with younger learners and teacher training in this context in order to shape a teacher training programme. It describes a pilot project introducing DDL to a group of secondary school student teachers (STs) of English at a Swedish university, and their responses to it regarding the feasibility of including it in their future teaching practice. The need for further training, particularly in practical pedagogical applications suitable for their learners, was apparent, echoing the outcomes of previous studies. It is suggested that integrating a range of classroom-focused DDL activities throughout their remaining course may be an effective approach. This also provides an opportunity to raise awareness of pre-prepared resources and novel approaches to DDL more likely to appeal to their learners, and practical examples of this are discussed.

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Published

2023-12-08

How to Cite

Allan, R. (2023). Reserved for Research? Normalising Corpus Use for School Teachers. Nordic Journal of English Studies, 22(1), 68–92. https://doi.org/10.35360/njes.795

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