Esperanto and Education:
Toward a Research Agenda

Sponsored by the Esperantic Studies Foundation

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Esperanto Studies and Interlinguistics


SECTION VI

Recommendations

A. General Comments

Purposes of Project

The purposes of this project, which were discussed in the Introduction to this report, can be summarized as follows:

The report thus far has focused on accomplishing items (a) through (c); this final section of the report will utilize the material contained in the earlier sections as a base from which both general areas for further investigation and specific recommendations with regard to future research directions related to issues of Esperanto education in the American context can be suggested. The ultimate purpose of this section of the report, in short, is to help orient ESF efforts in formulating future research decisions with regard to Esperanto education.

Research Methods

Educational research, like most research in the social sciences, presents a special challenge. Unlike scientific research in the physical sciences, "experiments" in the social sciences cannot totally control the many complex variables which come in to play when the human being is central to the investigation. This is especially true when the research design is broadly construed and involves multiple variables, in contrast with particularist studies which focus on specific or narrow questions and therefore fewer variables. Even the most ambitious and costly global projects, while interesting in the insights they may provide, often prove to be inconclusive (see, for instance, the Pennsylvania Project cited earlier in this report).

Moreover, social science research is highly diverse in every respect, including methodology. It studies a variety of problems from different theoretical perspectives and often with different types of research methods, providing opportunities for cross-validating and cross-fertilizing procedures, findings and theories. Four imperfect but useful methods, each involving a different strategy for collecting data, are:

  1. fieldwork, that is, observation in a natural setting (for example, case studies, ethnographic studies, and so on);
  2. survey research, often accomplished through questionnaires and related procedures;
  3. experimentation, that is, study of phenomena under controlled conditions; and
  4. "non-reactive" research, which employs various unobtrusive observational techniques, or studies artifacts, archives, statistics, and so on.
The fourth method differs from the others in that it requires no direct interaction between the researcher and the subjects. No matter the research method, all assume that systematic inquiry must occur in a natural setting rather than in an artificially constrained one such as in most other "experiments." Methods vary, depending on how intrusive the researcher is required to be in gathering data; whether data documentation is verbal, non-verbal or both; whether it is appropriate to question subjects; and how data can most fruitfully be analyzed.

Research designs often include consideration of the following features:

  1. global vs. particularist studies;
  2. longitudinal vs. synchronic studies;
  3. studies of individuals vs. studies of groups;
  4. quantitative vs. qualitative studies; and
  5. studies involving a single discipline vs. those entailing a transdisciplinary approach.
Hence, aside from "controlled" experiments involving some combination of the characteristics stated above, the special role of qualitative research should not be overlooked in the language education field. Qualitative research in education is today quite common, and has resulted in many of the advances in knowledge now taken for granted, and may provide viable forms of inquiry appropriate to areas listed below.

B. Areas of Potential Investigation

There is a dearth of solid research concerned with issues related to the teaching and learning of Esperanto. Given unlimited time, resources, and personnel, the potential for topics related to the teaching and learning of Esperanto is virtually unlimited. Although we are cognizant of the real-world limitations that necessarily constrain research in the field, we nevertheless believe that a general discussion of areas of potential interest can be useful. The studies described in this part of the report are not necessarily those for which we believe ESF should seek funding; the topics that we believe merit such focus are discussed in detail in Part C below. The topical areas and studies presented here are offered as possibilities for the future, when additional support may be available.

The areas for research which follow are grouped more or less in accord with the general organization of this report. Items are prioritized to some extent in order of our perceptions of their relative significance, and generally flow from broader area likely to have greater impact to more discrete and focused areas of investigation. For example, inquiry into psycho-social and cutlural aspects of the Esperanto movement seem potentially more powerful than those which investigate particularist linguistic dimensions. In some cases, it may make sense to combine several of the areas identified into a single research project. For this reason, items are grouped together under various sub-headings.

Language Acquisition and Bilingual Questions

Teaching and Learning Esperanto Language Pedagogy and Teacher Education Esperanto Instructional Materials Esperanto Educational Policy

C. Next Steps: Four Proposals

Although a variety of investigative efforts would advance the cause of Esperanto education, the reality is that limited resources most probably make it impossible to conduct most of the activities identified above. For this reason, four proposals are suggested here for consideration and discussion. These proposals are in essence proposals for research agendas, each of which might entail several related studies and could involve several researchers. The four proposals presented here, which draw upon aspects of the suggestions offered above, are all concerned with combining research and outreach activities of various sorts. We believe that each of these four proposals has the potential to constitute compelling and useful efforts to advance Esperanto education in the United States and elsewhere.

Proposal # 1

It has been argued in this report that an important element in gaining greater support for Esperanto in education is the involvement of researchers, policy makers, and other educators from outside of the usual Esperanto circles, as well as from traditional bases of support. Toward this end, ESF might host an initial "in-house" round table to bring together a group of selected individuals -- both Esperantists and professionals from appropriate educational fields (foreign language education, multicultural education, and so on). The individuals selected for participation in this round table discussion could be provided with copies of this report and related materials, and asked, as a group, to:

  1. identify and prioritize goals and objectives future projects;
  2. identify possible funding sources;
  3. identify qualified researchers, both Esperantists and others, to collaborate on future projects; and
  4. identify networks and professional societies relevant to ESF's interests.
As this information is compiled and prioritized within the funding constraints, ESF might decide on a time frame for initiation of each project effort and how to utilize findings. As this effort is undertaken, it is important to maximize the use of potentially inexpensive resources. For example, graduate students might be encouraged to consider appropriate topics of study for theses and dissertations with minimal financial investments (in the form of study grants, travel awards, and so on). To some extent, the same approach might be effectively utilized in attracting many faculty members for possible studies related to the teaching and learning of Esperanto. Further, it would be important for findings to be disseminated widely, both in popular circles and especially in established professional circles (through conference presentations and publications in professional journals). This effort would be enhanced if well established, widely known and if well-respected scholars in the field participate in the preparation and dissemination of the studies.

Proposal # 2

From our review of the literature, it is apparent that many studies exist which deal with particularist aspects of Esperanto (as a langauge, as a simplified system, propaedeutic effects, and the like). Whether or not definitive answers are eventually provided for these concerns, it seems nonetheless that the more compelling aspects of Esperanto are both the "individual experience" that it provides on the one hand, and as a "world movement" at the other end of the continuum. In other words, for all of its simplicity and ease of learning, these factors may not be those which make Esperanto compelling to learners. Witness, for example, the large numbers of individuals who invest great efforts to learn other languages, no matter their complexities and challenges -- Chinese, Russian, French, English, and so on. One assumption to be drawn from this is that individuals work toward proficiency in an L2 for reaons external to the structure of the language itself. Put another way, simplicity and ease of learning, while clearly an added benefit, are not, in and of themselves, motivating reasons for learning a language. Rather, the power, utility, and other factors may be more important movitators for L2 learning.

In the case of Esperanto, then, it would seem to be significant to learn what these non-linguistic factors actually are. Why is it that some individuals are repelled by (or, at the very least, uninterested in) the notion of a (constructed) universal language, while others find the idea extremely attractive? After surveying both external and internal factors, a second aspect might investigate the impact of Esperanto on the individual's experience. In other words, how does knowledge and use of Esperanto affect the individual's self-view and worldview? How is the person "transformed"? Does this transformation lead to the development of intercultural competence? To an expanded worldview? Finally, a third aspect might be to document how involvement with other Esperantists may lead to membership in an extensive network whose participants share certain commonalities which may be characterized and documented as a "cultural movement" of great significance worldwide.

Such a study would include: (1) a survey of Esperantists and non-Esperantists to ascertain internal and external factors, hierarchically arranged, which attract or repell various individuals to Esperanto; (2) a collection of selected casae studies to ferret out changes of self-view and worldview resulting from the use and knowledge of Esperanto; and (3) a review of Esperanto literature bolstered by insights gleaned from a second survey of Esperantists to attempt to characterize cultural aspects of the Esperanto movement. A basic anthropological framework which outlines the components of cultural can help to produce a sort of ethnographic depiction of Esperanto "culture."

Proposal # 3

A third proposal involves attempts to advance Esperanto education by surveying the "state of the art," setting guidelines, and designing models, for improving the teaching and learning of Esperanto. This effort basically involves three stages, beginning with a survey of the "state of the art" in the teaching and learning of Esperanto. The survey might be conducted worldwide (or simply in the United States) through the membership networks of the Universala Esperanto-Asocio and ELNA and AATE. The survey would be conducted through questionnaires which would seek details about the respondent, institutional information, course design, goals and objectives, content and process, materials and resources, and assessment (see Appendix VI.A). Information obtained would be compiled and disseminated for the use of all interested professionals.

The second stage would involve devising guidelines of various sorts to aid instructors -- teacher guidelines, course guidelines, materials development guidelines, assessment guidelines, and so on. Other guidelines to be developed could also aid learners -- self-study guidelines, predictive charts, proficiency charts, and so forth. Finally, models and attendent criteria could be developed to aid in identifying, evaluating, utilizing and adapting existing instructional resources.

Proposal # 4

As was suggested in Section V of this report, one potentially useful and valuable direction for future research is the establishment of one or more model programs, which could serve as exemplars for the development and improvement of other programs around the country, and which could also provide a setting in which a whole host of possible research studies, including many of those identified above, might be undertaken. The establishment of such a model program or programs is an expensive and time-consuming undertaking, but it also offers the chance to demonstrate clearly and beyond reasonable doubt what can be accomplished with respect to the teaching and learning of Esperanto in the school setting. For such a program to succeed, as discussed in Section V, a number of conditions would have to be met. Specifically, it is important that:

Because of its potential importance, such a model program should be established with the greatest of care. It would be wise to ensure that the necessary support and infrastructure were developed as fully and completely as possible before the program actually begins operation. Thus, if this proposal is adopted, it would be appropriate to set aside time for materials development, teacher training, and public relations activities aimed at convincing parents and interested community members of the value of the program. It is important that this phase of the implementation of a model program not be rushed; while there may be understandable concern about moving too slowly, it is essential that the program be on solid ground before it actually begins operation. Finally, the question of whether a public or private school might provide the best setting for such a model program needs to be discussed in depth by ESF and others involved. As was suggested in Section V, an argument can be made that although it may be somewhat easier to arrange for such a model program in a private school than in a public one, if the program is to provide the type of exemplar proposed here, the use of a private school setting might, at least in some areas, serve to delegitimate any positive outcomes that might be found.

D. Outreach and Funding

Outreach

A central component of any effort to increase the support for and recognition of Esperanto education will be outreach, broadly defined. As has already been noted in this report, there is considerable need for more outreach activity targeting educational policy makers, classroom teachers and parents. However, for such activities to be effective on a large scale, it is essential that scholars and researchers with established reputations in areas such as foreign language education, educational policy studies, multicultural education, global education, and so on, be involved and supportive. Professional societies which have identified areas of interest which overlap those of the Esperanto movement, most of which have national conferences, newsletters, professional journals, and so forth, include the following:

This list is, of course, a limited one, and there are many other professional organizations and associations, at both the national and local levels, that might be targeted as well. Further, there are hundreds of journals dealing with educational issues and topics from various perspectives that might also be considered in efforts to expand knowledge about and understanding of Esperanto in the educational sphere. Finally, the foreign language consultants in each of the State Departments of Education around the country can be helpful in disseminating information through their statewide newsletters, conferences, and so on.

Funding

A survey completed by the National Academy of Education (NAE) states, "The federal government's role in supporting research is large . . . . But it would be a mistake to overlook the organized influence of other funding streams . . . . Many crucial patterns in the organization of research funding will remain invisible . . . if the issue is not framed in such a way as to reach beyond federal support." For innovative research, non-governmental sources include both institutional and philanthropic sectors, including foundations.

Specific funding sources which might support studies related to Esperanto education include:

  1. the Federal Funding Guide for Language and International Education, available from ACTFL, 6 Executive Plaza, Yonkers, NY 10701 (see Appendix VI.B).
  2. the Commission of the European Community, Directorate of General Information, Communication and Culture (University Information), 200 rue de la Loi, B1049, Brussels, Belgium.
  3. the Council of Europe, Strassbourg, France.
  4. the National Science Foundation, Washington, DC.
  5. the National Endowment for the Humanities, Washington, DC.
  6. private foundations (Ford, Spencer, etc.) and individuals.
  7. funds provided under the National Security Act (1991), which promotes foreign language study.

Selected References for Section VI

Bogdan, R. C., and Biklen, S. K. 1982. Qualitative Research for Education. Boston: Allen & Bacon.

Brewer, J., and Hunter, A. 1989. Multimethod Research: A Synthesis of Styles. Newbury Park, CA: Sage.

Burgess, R. G., ed. 1985. Strategies for Educational Research: Qualitative Methods. Philadelphia: Falmer Press.

Campbell, D. T., and Stanley, J. C. 1963. Experimental and Quasi-Experimental Designs for Research. Chicago: Rand McNally.

Fetterman, David, ed. 1984. Ethnography in Educational Evaluation. Beverly Hills, CA: Sage.

Lincoln, Y., and Guba, E. 1985. Naturalistic Inquiry. Beverly Hills, CA: Sage.

Marshall, C., and Rossman G. B. 1989. Designing Qualitative Research. Newbury Park, CA: Sage.

Miller, D. C. 1991. Handbook of Research Design and Social Measurement, 5th ed. Newbury Park, CA: Sage.

Nunnally, J. C. 1964. Educational Measurement and Evaluation. New York: McGraw Hill.

Steier, F., ed. 1991. Research and Reflexivity. London: Sage.

Yin, R. 1984. Case Study Research, Design and Methods. Beverly Hills, CA: Sage.


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