Reflective diary – 22 June 2014
Today I’ve been writing up research diary entries and documenting the process undertaken so far, especially since formulating the precise nature of the topic as this had been done primarily, verbally with my tutor. I documented these in chronological order from 27 January to the present day, whilst away in Perugia, Italy, post-conference. Additional reflections already documented will be edited in during the typing up process.
Since going through the process of documenting thoughts, ideas, concerns and decisions following conversations with peers and my tutor, I must admit that the action research project is starting to make much more sense to me than it did in the beginning when it was first discussed. At that time I had absolutely no idea what I could improve on, make more effective, or what gap there was in ESOL provision or how I could improve the learner experience. It is only after going through a long process of having interactions with my learners, peers and my tutor and discussing what problems I had in my lessons that barriers to learning and the fluctuating nature of access to English lessons and retention really seemed to be a possible area in which to focus for my research project. Barriers to learning is a particular problem for some learners especially after school, in the evenings, weekends and during vacation time if learners have family to care for and they have no access to reliable support and/or affordable child care provision. Continue reading “The reflective journal process resumes in earnest”