Presentation research proposal 9 october

Editor's Notes

• #4 70,3 % live in rural area Dropout rate in the rural areas is substantially higher then in urban areas.GER at primary level both rural and urban : around 105 % Pre-secondary GER : rural 60,5 % <> urban 115,2 %. Secondary GER : Rural 35.4 % <> urban 112.9% Literacy rate : Rural 44.6 % <> Urban 80.9 %
• #6 Timor-Leste is Multilingual country Most inhabitants of Timor-Leste speak two or more languages. For many people, their first language is one of the regional languages, and their second is Tetun. In addition to that most people also speak at least one of the foreign languages existing in Timor-Leste. Although this can be considered as a potential resource to develop the country for the future however at the same time it poses a great challenge to the country educational system, specifically in regard to deciding the language in education policy. Language Policy also adopts multilingual nature. Tetum and Portuguese as the co-official language English and Bahasa Indonesia (Melayu) as Working languages. It is stipulated in the constitution Gap between policy planning and the grassroots language practice. (Taylor-leech, 2011). Post conflict country with very few resources in all sector International donor driven policy Driven by Political interest Poor education quality Literacy rate is still very low High repetition and drop out rates One in five children must repeat the first year of schooling half of the students who enroll in primary school do not complete their studies. Alienation and disengagement of student. Low adult literacy rate in Portuguese..(impact on parent engagement with their children education).
• #7 Research in the area on language and language policy in Timor-Leste is still scarce So far there hasn’t been any research that specifically explored the broad theme of attitude toward multilingual policy in Timor-Leste education. especially with regard to student attitude. The voice of students who are the participants in the language policy has never been considered This research is therefore trying to understand the attitudes of students toward the multiple languages used in Timor-Leste’s education system and intends to contribute to future language planning in Timor-Leste ( it doesn’t actually take language policy as the main construct )
• #8 The dimensions of Attitude : the cognitive element of attitude concerns perceptions, concepts, and beliefs regarding the attitude object; affective component includes feeling toward the object of the attitude. It could take form in love or dislike of the language or anxiety over learning the language, while behaviour concerns a predisposition or intention to behave in a certain way.
• #9 Socio-educational Model of Garner Language learning, unlike any other subject, involves not only the cognitive ability of the target language but also developing skills, behaviours and a cultural framework of another community. The socio-educational model of Gardner is seen as a model that can take into account various factors like learners’ cultural beliefs, attitudes toward the learning situation, integrativeness as well as motivation as part of the process. Study by Dornyei and Csizer (2005) covered 13,000 students, aged 13 and 14 years across Hungary in 1993, 1999 and 2004 by administering an attitude/motivation questionnaire, to gauge the changes in the population’s international orientation. The result showed that young Hungarian language learners appraise foreign languages along five dimensions: integrativeness, instrumentality, attitudes toward the L2 speakers and community, the cultural interest of the L2 community, and the community’s vitality, with integrativeness as the key role in the second language learning motivation, followed by instrumentality and attitudes toward the L2 community. These findings confirm motivational theory of Gardner (2001) that emphasised the importance of integrativeness motivation which he defined as the desire to learn an L2 of a valued community so that one can communicate with members of the community and sometimes even become like them (Gardner, 2001). Second language (L2) Motivational self system” which he claimed to be a refinement of integrativeness motivation of Gardner (2001 Consisting of three components : (1) Ideal L2 Self, (2) Ought-to L2 and (3) L2 Learning experience. Lasagabaster and Huguet (2007) :
• #10 Objective To investigate students’ attitudes toward the uses of multiple languages in education. To explore what factors might influence student attitudes toward the uses of multiple languages in education. To gain insights into students’ attitudes toward multiple language uses that may inform the development of language policy in the future.
• #11 This study will employ a “ concurrent mixed methods design” in which the quantitative and qualitative data are collected at the same time and then integrates the information in the interpretation of the overall results (Creswell, 2009). Two different instruments will be used to expand and enrich the findings because it allows the use of both approaches in tandem so that the overall strength of a study is greater than either quantitative or qualitative research (Creswell & Plano Clarak, 2007). As Creswell (2009) explained that in mixed methods design “ the researcher may embed one smaller form of data within another larger data collection in order to analyse different question” (Creswell, 2009) Why use mixed method : Because the research question that I have requires the use of both. Together (qualitative and quantitative provide better understanding of the research problem. Quantitative data (based on questionnaire) yields specific numbers that can be statistically analysed, can produce result to assess the frequency and the magnitude of the trend , and can provide useful information if you need to describe trends about large number of people Qualitative provide the actual word of the people , offer many perspective and provide more insight into a phenomena The researcher has limited time for collecting data and must collect both types of data in one visit to the field. The researcher feels that there is equal value for collecting and analysing both quantitative and qualitative data to understand the problem. The researcher has skills in both quantitative and qualitative methods of research. The researcher can manage extensive data collection and analysis activi- ties. In view of this, this design is best suited for team research or for the sole researcher who can collect limited quantitative and qualitative data. Philosophical stance : Pragmatism : (e.g., Patton, 1990; Rossman & Wilson, 1985; Tashakkori & Teddlie, 1998) Pragmatism, on the other hand, rejects positivism, on grounds that no theory can satisfy its demands (objectivity, falsify-ability, the crucial experiment, etc.); and rejects anti-positivism, because virtually any theory would satisfy them. As such, the pragmatist pro- poses to reorient the assessment of theories around a third criterion: the theory’s capacity to solve human problems (Rorty, 1989; Stich, 1990) … To a pragmatist, the mandate of science is not to find truth or reality, the existence of which are perpetually in dispute, but to facilitate human problem-solving. maintains that researchers should be concerned with applications, with what works, and with solutions to problems A pragmatic perspective draws on employing “what works,” using diverse approaches, giving primacy to the importance of the research problem and question, and valuing both objective and subjective knowledge (see Morgan, 2007) Theoretical perspective : Socio-educational grounded in social psychology. Language learning, unlike any other subject, involves not only the cognitive ability of the target language but also developing skills, behaviours and a cultural framework of another community . Methodology : Concurrent mixed method Methods :
• #12 The researcher will collect data through a questionnaire adapted from Baker (1992) that was also used in a series of research by Lasagabaster and Huguet (2007), and Gardner (1995) Attitude and motivation test battery (AMTB). There are a total of 111 questions in the questionnaire divided into four (4) parts; 1. Socio demographics section comprised of 12 short questions and address the variables of age, gender, mother tongue, parental occupation, local of study (rural/urban), past and current school (private/public). These variables have been selected based on the literature and contextual knowledge of the researcher and therefore include gender, region and school type. 2. Self rated language proficiency that composed of 19 questions asking students to rate their language proficiency in four languages using a five point likert scale. These items, adapted from adapted from Baker (1992) and Lasagabaster and Huguet (2007), are used to yield students’ preference in the relation to the different languages. 3. Language background with 16 questions (five point likert scale) addressing the situation in which student might use certain language in their repertoire ranging from formal situation in school environment to non formal situation in everyday life. This section was adapted from Baker (1992) and Lasagabaster and Huguet (2007). 4. The main construct focussing on attitudes toward multiple language use with 64 questions (5 point likert scale) and addressing several sub constructs such as attitudes, integrativeness, and instrumentality (adapted from Baker (1998), Lasagabaster, D. & Huguet, A. (eds). (2007) and Gardner’s (1985b) attitude and motivational battery test (ATMB)). Descriptive analysis : - Frequency Crosstabs Inferential statistic : Chi- square (for association between variavel) Factor analysis (to analyze the questionnaire ) Non-parametric analysis
• #13 The final ethic approval has been granted The Data collection is to start at the end of October.