This paper presents a qualitative research design for studying the intersection of English as a Second Language (ESL) students and teachers as both groups navigate a newly implemented ESL curriculum. The study addresses two core questions: how the new curriculum impacts students' language proficiency and academic progress, and how curriculum committees make course decisions. Using an instrumental case study framework grounded in phenomenological analysis, the paper outlines convenience sampling, in-depth interview protocols, classroom observation, and data analysis techniques including eidetic reduction, open coding, and imaginative variation. The study also addresses ethical considerations such as informed consent and participant anonymity.
This study sits at the intersection of ESL learners and ESL teachers, both of whom have specific needs that must be met in order for a positive and productive interaction to take place. Educators working with a high percentage of English Language Learners (ELLs) are faced with financial concerns, as the cost of training has increased significantly in recent years (RPS, 2015), while students are impacted by the pressure of needing to become proficient in academic English in order to be prepared and to excel at secondary studies. Furthermore, neither of these situations is static; rather, each is dynamic and affects the other, as needs change on an individual basis. Moreover, the new ESL curriculum places new demands on both parties, further complicating the issue. The central problem is how to measure the effect that students and teachers have on one another in terms of impacting preparation and effectiveness.
The research question is two-fold and interrelated. First, how does the new English as a Second Language (ESL) curriculum impact students' language proficiency and academic progress? And second, what is the process of the curriculum committee in making decisions about courses? These two questions reflect the core considerations at the heart of the ESL student-teacher relationship (Creswell, 2012).
The instrumental case study approach will be utilized in this study in order to provide a description, analysis, and interpretation of the phenomenon that exists at the intersection of ESL students and ESL teachers regarding the culture surrounding the new curriculum. The instrumental case study is helpful in isolating a specific area of concern and utilizing a single case "to illustrate this issue" (Creswell, 2012, p. 74). Likewise, Baxter and Jack (2008) report that the instrumental case study allows the researcher to gain insight on an issue (p. 549).
Thus, the research design is grounded in phenomenological analysis, which gains insight by observing the interactions of the particular persons affected by the intersecting issues (Merriam, 2002). The design includes in-depth interviews with participants — both teachers and students — and immersion by the researcher into the world of the ESL teacher and student in order to better understand the situation.
The sampling procedure used in this study will be convenience sampling. This approach allows the researcher to utilize the resources available at the school where the new curriculum is taught. Thus, this study will be most relevant to the individual school, as it will reflect on the relationship between teacher and student as well as the needs of each. Sampling will draw from the ESL teachers and students at this particular university, provided there are no objections on their part.
"Interviews, observations, and open-ended questions"
"Eidetic reduction, open coding, and imaginative variation"
"Rationale, ethical safeguards, and study limitations"
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