Call for Research Proposals: Research in Primary and Secondary Schools

Background 

Research is meant to be utilized as its findings, especially in education, can provide valuable insights to underpin effective teaching practices. However, research findings remain inaccessible, difficult to interpret, or difficult to translate into practice for teachers. Debate continues in the Arabic practitioner and research community over the most appropriate approaches for teaching Arabic. And while research has been conducted in this space, it mostly exists in the higher education sector, and with adult learners. Little research has been conducted in primary and secondary schools. 

Recently a scoping review of literature available on teaching and learning of Arabic was undertaken (A Scoping Review into the Teaching and Learning of Arabic as an Additional Language), which identified over 700 studies across a wide range of topic areas. One key finding from the scoping review is that there is relatively little research focused on school-aged learners who may differ in important ways from adult learners, who are more often the focus of existing research. Based on the scoping review, 4 more specific systematic reviews were conducted, with a focus on the main skills of speaking, reading, listening and writing. These summarize and evaluate the existing evidence on the effectiveness of different teaching and learning methods in these skill domains.  

At the recent QFI/Oxford Research Forum, we convened researchers and practitioners to discuss these findings and bridge the gap between research and practice, and as a community consider actionable implications and next steps. Over the two-day convening, we explored what the research says about best teaching practices for each of these skills and discussed ways to build upon these findings. We also engaged in a priority setting partnership (PSP) (called the Oxford Collaboration for Arabic Research, OSCAR) to establish priorities for new research by asking stakeholders (academics, teachers, policy makers, administrators and learners) in the learning and teaching of Arabic what they consider the most pressing areas for focus of future research. This resulted in 25 key research questions. At the Oxford/QFI Forum participants further distilled these 25 via another online questionnaire, and then small group discussions, resulting in top 10 priority research questions.  

Building the Base of Research in Primary and Secondary Schools 

To contribute to the dearth of literature, this QFI Call for Research Proposals solicits research that addresses the top 10 research priorities:  

1. What approaches to teacher development are effective for teachers of Arabic? 
2. How do we design valid, reliable, inclusive, and fair assessments of AL2 proficiency for learners of diverse backgrounds? 
3. What might an effective multiglossic approach to teaching Arabic look like? 
4. How can we ensure that instruction and materials are appropriate for learners of different levels within the same classroom (across different language skills and areas of learning)? 
5. How do we develop heritage learners' positive sense of identity through their Arabic learning? 
6. What strategies can learners use in relation to different skills (reading, writing, listening, vocabulary, learning etc.) to help improve their proficiency?  
7. How can students be encouraged to use Arabic inside and outside the classroom? 
8. What resources are available for teaching Arabic at different levels, and to students of different backgrounds, and how effective are they? 
9. What factors influence, generate, and sustain learners' motivation to study Arabic? 
10. How can critical cultural competence be taught effectively to different categories of learners? 

Eligibility 

To be eligible for this QFI research grant:  

• Proposed research must take place in classrooms in QFI’s geographical areas of focus (UK, Europe, US and Canada). 

Ideal Candidate

The ideal candidate (candidates who do not meet all these criteria are still encouraged to apply): 

• Is an established researcher with demonstrated experience designing and setting up studies on language teaching and learning and has identified a strong collaboration with a school or a teacher to conduct this proposed research; 

• Has previously published on language teaching and learning (and more specifically in schools); 

• Demonstrates how they will leverage this funding with matching real or in-kind contributions; 

• Has had experience teaching Arabic or have identified someone on their team who is or has been an Arabic teacher at the primary or secondary level. 

Completed submissions should include: 

• Fully completed application (see below) 

• Demonstration of Human Subjects Approval and other approvals needed; or clear steps on how you will gain appropriate approvals. 

Application 

Please be sure to answer the below questions thoroughly: 

Relevance & Significance (max 1000 words) 

• Please describe how this proposed research contributes to the research priorities. Specify which research priority and drill down to your proposed research question, and why it is needed. 

• What are the possible implications of this proposed research for classroom teaching? 

• What will your research contribute to classroom teaching? (It is important to consider dissemination of findings beyond articles and chapters. How will your findings get into the hands of Arabic teachers?) 

• What expertise do you and your proposed team already have in this research area? 

Approach & Methodology (max 1250 words) 

• Articulate a clear research question. 

• Which aspect of Arabic teaching will be researched? 

• Which teaching context (e.g. national school system, community schools, etc.) will be centered in the research? 

• Which learner populations (e.g. primary or secondary school students, non-native or heritage learners, etc.) will be centered in the research? 

• Specify the approach/methodology of the proposed research. Include a description of data collected & analysis. 

• Be sure to address how your data collection will comply with relevant laws including GDPR (or related in your context, when applicable). 

• Be specific about what types of data you are collecting. 

• What will the nature of the collaboration with stakeholders be like? Be sure to clearly articulate roles. 

• What school(s) will you be collaborating with? Have you obtained the appropriate permissions? Please include evidence of this. 

• Be sure to include an estimated timeline for the research. 

• What permissions (e.g. human subject / IRB approval) are necessary to conduct this research? How will these permissions be obtained? 

• What challenges do you anticipate may arise during this research and how will they be addressed? 

• Briefly describe the possible limitations of this research. 

Budget  

All budgets must include clear formulas / descriptions as to how amounts are being calculated and budget line items must match what is happening in the research proposal. If you are charging someone’s time you must provide documentation on all rates. This could be from the university or school district or the like. QFI will consider indirect expenses up to 15% of direct project expenses for nonprofit organizations and no more than 25% for universities and colleges. QFI reserves the right to negotiate a rate with the university depending on the project and budget and, at its discretion, remove certain categories of expenses from the direct project expenses calculation. 

Terms of Award Agreement 

All research award recipients are expected to: 

• Submit a final report of the research that includes key recommendations for the field based on research. This report must use the American Psychological Association (APA) citation style (http://www.apastyle.org/);  

• Co-own (with QFI) all the data collected using award funds. This means all the data must be shared / sent to QFI & this must be made clear to all research partners (schools, universities) at the onset of your research; 

• Present at various conferences about your work; 

• Credit QFI in all future publications & presentations where this data is used; 

• “This [publication, report, etc.] was made possible through the partnership of 'X entity' and QFI. QFI’s mission is to advance the value of teaching and learning Arabic as a global language. QFI supports the entire Arabic language education ecosystem by helping to make the teaching and learning of Arabic as accessible and professional as other world languages. To learn more visit www.qfi.org” 

• Let QFI know ahead of time any time this research is presented at a conference or symposium and complete this Conference Feedback Form each time such a presentation is made. 

Award recipients will work closely with and receive support from QFI on their research design (including all tools being created/used) and participant recruitment (this includes access to any QFI resources, network, and previous data).  Award recipients will receive 75% of the total approved amount at the start of their research. Final research reports and financial expenditures will be due, and the remaining 25% of the total approved amount will be disbursed upon the receipt and approval of this final reporting.   

Application Timeline for Awards 

How to Apply 

To submit a proposal, you must register on QFI’s Grants Management Portal, SM Apply, at qfi.smapply.org. Please create a user account and profile. Upon completing your login credentials and user profile, you will be prompted to confirm your eligibility before submitting your application materials.  Should you have any questions regarding the application process, please email research@qfi.org   

About QFI 

QFI is a US based organization committed to advancing the value of teaching and learning Arabic as a global language. QFI supports the entire Arabic language education ecosystem  by helping to make the teaching and learning of Arabic as accessible and professional as other world languages 

With experience working in the Americas, the United Kingdom (UK) and Europe, QFI has established networks of educators, administrators, students, researchers, and other experts in language learning. With Arabic language programs more prominent at the university level, the number of Arabic education programs offered at the primary and secondary level has not changed much, providing an opportunity for QFI to position Arabic as a global language that is taught at an earlier age.