NE EY Ay Commando Research: A Rapid Applied Anthropology Technique Stepuen L, Seurysut, the dein execute, "ney arate he ihre bservton hal ogy ao the sol re a reat deal of effort by Latin nic and community ling marches nd detonation at Teching English inion 1967 inthe Chisago latino eda aciviecomsidred ring TEL teaches. One Chicano organization onthe Wet Sie ‘Cases cr Pascneme Aasoroooydecided hat somthing odo allegations. To et hove fatty ‘rzaized a unig research projet which has cleat inplction as acy On uve 9,19 four people gathered atthe cranization head ters, Among these people weeefout members, inhaling myself oe Con, ‘munity Research Unit (CRU) ofthe Community Metal Heath Boren th CRU haa been inthe Chicano community action and development. When we heard tht this sathering technique applied oa community rosin “The action poceede i the following way 10:00 am. We were briefed by organisation leaders onthe operation Th had prepare ast of ue With the principal and TESL teachers, and where posible bythe 10:45. Wesynchronized our wa ft for thei choolsin teams of thee to four 11:00. All teams entered the school. Our eam went office, We announced that we were community residents - tnd left on ou on, We observed the een mi 0 the teacher aside for five-minute conversation wh team talked with students, We then went ba ? 11:46, We let the school and retuned dguan Our team gathered together our individual ob ats of ou interviews and handed them tothe organization stait ‘We had found the TESL classes listed only twenty-five th therequired forty minutes because the teacher had to collet the chin allover the school. Inthe week before out visi the TESL teacher had eat tuted for ote teachers aoa of two and alt days. As teu ony bah TESL clases were held. The children in the clas also verified th eas were frequently not held In contrast to the report ofthe teacher and ie ea Aten, the principal had olds that TESL teachers had not subsite for other teachers once during the entire school year! (Cuasscs oF Pacis Arounorovocr PAH Ae amen) The TESL tac repre th he rip et ink he TL pe. ams ringer When heb fistcome oh chee ier eo, ad then tase oe dors. The TL teacher was a teporay escheat ae story ofthe ee yet progam a his coal he TESL progam ede temporary or subse tac fet that the classroom was nt suited forthe The fale ofthe tacero speak Spanish ‘seated difcuies in communication between teacher sndatudene gee fltinerfere with the ering situation Finally he exces sande es, was hardy anytime to give the children india israion ace tye Played such varying lees of English speaking expat Tae epoe fo the othe schools were the same or wore The community group now bad lions of federal guidlines schools A repent factual base demonstating the vo TESL programs onthe pat of the dit ofthe data rom the aid was prepared and used a te bas osu broagt by the organization tote US. Ci Rights Common This "Commando Raid” procedure had several advantages (2) Iecauge the choos in the district unaware Had we done one seo! ‘ch day principals would have alerted the other schools afer the fue won maton was provided rapidly. The school em was ending nd sto improve the program fr September depended on scart infor ected before this school yea ene. (3) talowed us o gan access othe TEL clsstooms themselves to tale te key people involved and observe classroom procedure. Very ofen we Pend oo heavily on "reported behave or “ey informantimeriews" when, ‘he impact can be much geste and he ess more befevable when onthe cene Observation and interviews are cared ut the pot of view ofthe CRU staff this wa the most prsductive fry 3 mites in our applied research carers. We learned a great deal about ‘ming, rapid feedback, and the ink between research design and action, We ‘began 0 realire the ned for more innovative methods if we waned to create an ongoing research component i comminity development actives. This ‘experience vas one of many times in which we found Our postgraduate tai ing in applied research coming from the Chicano comunity activists with ‘whom we worked