Appendix C: The reflective practitioner
Relevance: recommendations for teaching english as an additional language
The authors of this article focused more directly on particular learning behaviors than did the authors of the two
articles described earlier. Jimenez and his colleagues emphasized the importance of regarding a child's native
language as a strength in the process, not a liability, and they then pointed out the importance of facilitating
vocabulary development. But they did not claim this recommendation to be appropriate for all children or for all
forms of bilingualism. They only focused on a particular pair of languages (Spanish and English in the USA), and on
three combinations of skill level in these two languages. These are common bilingual experiences in the United
States, but they are not the only ones, either in the United States or elsewhere in the world.
For other bilingual situations, their conclusions might not hold true. For some students (e.g. Chinese-
Americans), the native language and the second language are much more different in vocabulary, pronunciation,
and grammar than Spanish is to English, and therefore may provide less of a resource to a child learning to read. In
some settings, relationships between languages are more equal than in the United States. In Canada, for example,
both the numbers and the overall social status of English speakers and French speakers are more equal than in the
United States. In both of these situations, if a child fails to learn to read the second language, it may not be for the
reasons suggested by Robert Jiménez, but for other reasons, ranging from difficulties with reading per se to cultural
differences in how a child expects to be taught (Johnson, 2004).
The reader's role: both teacher and researcher
In the published article describing their research, Jiménez, García, and Pearson assumed that readers have some
familiarity with bilingual students and with issues related to teaching reading. They began their article by
describing previous research studies in these areas—more than a dozen of them, in fact. In the middle they
described numerous responses of the three bilingual students to the passages they were asked to read. At the end of
the article they made specific suggestions for teaching, such as "focus more on vocabulary development". When
Kelvin read these various sections, he found that his prior knowledge of and reflections about teaching helped to
make sense of them. But he also found that did not need to be an expert in bilingualism order to understand the
authors' messages—he had never, in fact, taught English as a Second Language, nor had he ever conducted research
on reading or bilingual language development.
Action research: hearing from teachers about improving practice.............................................................
Each of the professional articles just described offers ideas and recommendations that can stimulate reflection
about teaching and learning. But they all suffer from a particular limitation: Although they often relate to teachers
and classrooms, teachers’ role in influencing in designing and interpreting a study is minimal. In the world of
educational research, persons other than teachers—typically professors, educational administrators, or other
professional researchers—tend to speak on behalf of teachers. All three of the articles described earlier in this
chapter had this feature. Persons other than teachers chose the research topics.
The information that emerges from this arrangement often still relates to teaching and learning, and may
contain useful insights for classroom work. But by definition, it is framed by people whose interests and
fundamental commitments may not be identical with classroom teachers. As a result, the studies are somewhat
more likely to attend to problems posed by academic disciplines or by educational administrators. Two of the
studies which we described earlier—the ones about moral development and about labels for disabilities—showed