CU.mil Summer School 2026: Researching language/s in education from an ecological and mixed-methods perspective

 In recent decades, mixed methods studies have emerged as valuable tools for capturing the multidimensional and dynamic nature of language development. Furthermore, ecological approaches have been shown to be well suited for navigating the complexities inherent in authentic second (SL) and foreign language learning (FLL) as well as content and language integrated learning (CLIL) or English-medium instruction (EMI) classrooms. When combined, mixed methods and ecological perspectives offer a powerful framework for capturing the complexity of classroom language use and generating insights that are pedagogically relevant. Undertaking ecologically framed mixed methods studies is both exhilarating and demanding. In addition to incorporating various data collection instruments, such as assessments, questionnaires, observations and interviews, it is crucial to develop a research project that recognizes the complexity and dynamics of using and/or learning language/s in specific educational contexts. Such work this requires ecologically meaningful planning, ensuring that each method contributes to the study's objectives, and systematic analysis that properly integrates qualitative and quantitative approaches to data material.

As part of this BIP, participants will not only delve into the intricacies of planning, implementing, and analysing ecologically framed mixed methods studies, but also explore their broader implications for different research topics and approaches relevant for investigating language/s in education (SL/FLL, CLIL, EMI). This comprehensive approach also emphasizes how such research can significantly strengthen the collaboration between researchers and other stakeholders, most notably teachers, thus amplifying the potential for impactful educational interventions and thus increasing the ecological validity of classroom-based studies. 

• In what ways can I make my language-in-education study more ecologically valid?
• How can I integrate qualitative and quantitative methods to achieve empirical convergence or identify divergence?
• How can I use “a mixed methods way of thinking” to capture various voices and perspectives in my data?
• How can I properly draw conclusions from my mixed-methods dataset?
• To what extent is teacher-researcher collaboration helpful for my study? How can I foster teacher-researcher collaboration when conducting mixed methods studies?

Additionally, there will be hands-on workshop on various research approaches, such as Design-Based Research, Video-Based Classroom Observation or Qualitative Component Analysis, and a range of research focuses as, for instance, emotions and fluency in language learning, language assessment, bi/multilingual disciplinary literacies in CLIL, or the use of technology in language and CLIL teaching. By attending the workshops of their choice, participants will deepen their theoretical knowledge and develop new skills and competencies of relevance to their own research interests and projects.

June 1-26 (virtual component):
All participants share and learn about each other’s research projects, and engage in a first round of exchange related to set readings introducing ecologically valid and mixed methods research within educational linguistics.

June 29 – July 3 (onsite component):
Summer school at the University of Vienna, consisting of lectures, workshops and project-work sessions. The programme will run from Monday morning till Friday afternoon. More information will follow in due course.