r-brunei-full-2014

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Bilingual education in Brunei: the evolution of the Brunei approach to bilingual education and the role of CfBT in promoting educational change: full report speculate on the possible factors that may have contributed towards this trend, particularly after 2006. The graph is shown in Figure 1. Figure 1: O Level English credits 1996–2011 (original graph reproduced from CfBT documentation and used during interviews) 40% % of pupils obtaining O Level English credits (A-C) 30% 20% 10% 0% 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 1.4 Observations Owing to the time of year during which fieldwork took place it was not possible to conduct extensive classroom observations as it was near the end of term and so regular lessons were not operating. However, at the secondary schools visited it was possible to sit in on a number of lessons focusing on reading and writing in English as well as lessons focusing on oral skills and revision. It was also possible to observe one primary school session based on pupils’ English project work, where a film developed through children’s dramatic work was presented to parents and children. These informal observations proved to be valuable as they provided some insight into (CfBT) language teaching in action as well as allowing some assessment of student engagement. Due to the time restrictions affecting the planned observations it was not possible to fully utilise observation schedules. However, protocols such as the International System for Teacher Observation and Feedback (ISTOF), which has been developed for a better understanding of the universality of teacher effectiveness, 2 as well as the Lesson Observation Form for Evaluating the Quality of Teaching 3 (QoT) provided the basis for extensive note-taking during the observations. 2 Teddlie et al. (2006); Day et al. (2008) 3 van de Grift (2007) p. 129 6
Bilingual education in Brunei: the evolution of the Brunei approach to bilingual education and the role of CfBT in promoting educational change: full report Use of the points for classroom observations from these protocols assisted in identifying some generic characteristics of teacher effectiveness in Bruneian English lessons. The data collected during the classroom sit-ins added to data collected during the interviews during which participants were asked to reflect on their own, as well as other teachers’ practice, thereby allowing for triangulation. The research team was also able to attend a Content and Language Integrated Learning Integrated Schemes of Work (CLIL-ISOW) workshop organised by CfBT for Bruneian English language teachers, during which further observations were made and extensive notes were taken. 1.5 Coding Data analysis was carried out using primarily thematic analysis, with initial codes and themes having been developed based on the study’s research aims and objectives as well as reviewing relevant literature on ESL. Most participants gave permission for their interviews to be audio-taped. Some participants, however, did not wish to be recorded; in these cases extensive notes were taken which were then immediately processed digitally to ensure the details of the interviews were captured as accurately as possible. The other interviews were all transcribed – to help capture particular turns of phrase. Once transcription was complete each interview record was moved into an Excel coding template so that each segment of speech was in a single cell, each representing a different code. There was also space for those excerpts that did not fit the initial themes and codes. A number of segments of interview data fitted more than one theme, in which case it was possible for these segments to be placed in more than one cell. Once all interview data had been inserted into the coding sheet, each code category (including notes and transcript excerpts) was transferred to a new template so each code could be viewed from the different perspectives (interviewees) in one sheet. Categories that covered multiple keywords and subcategories were further colour-coded to separate out into original categories. Interview excerpts and categories were grouped by ‘emerging theme’ in smaller sections (e.g. ‘assessment’, ‘special education needs’ etc.). The main objective was to study CfBT- MoE initiatives and their evolving relationship over time; so in addition to the original themes an overriding theme of ‘evolutionary paths’ emerged. An example of the coding sheet can be found in the appendix. In addition, other data, such as notes from classroom sit-in observations, documents and research literature were coded following similar themes and categories. This allowed us to synthesise all the data to create a large, coherent dataset more valuable than the sum of its parts. 7
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r-brunei-full-2014

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