1. Universidade de Aveiro
Seminário de Investigação em Didática III
“Making wishes come
true: a methodological
design in a case study with
non traditional adult
students”
Construindo o artigo…
10/02/21
Susana Ambrósio
Orientadoras
Maria Helena Araújo e Sá
Ana Raquel Simões

2. Índice
• Seleção da revista
• Enquadramento na investigação – Algumas
possibilidades
• A revista selecionada em traços gerais
• Construindo o artigo…
• Seguindo as orientações de “A Systematic Guide to
Reviewing a Manuscript” (Provenzale, J. &
Stanley, R., 2006) e as orientações específicas da revista
• Na demanda de uma estrutura coerente e lógica

3. Aprendizagem ao Longo da
Vida/ Educação de Adultos
Revista Selecionada
International Journal of Lifelong Education
A construção Studies in
dos Higher
repertórios Education
plurilingues
Publicada por: Routledge
Indexada em: Scope:
Ensino: 30 6 issues per year
•Volume Superior
•Frequência:
•Australian Education Index
Plurilinguismo
(AEI); Australian Research
•provides an international
forum for debate on the
Revistas Selecionadas
•Editores: Peter Jarvis (U. Council (ARC) Ranked Journal principles and practice of
Surrey) e John Holford (U. List; National Database for lifelong, continuing, recurrent ,
Nottigham), UK Research into International adult and initial education and
•Impact Factor: 0.556
Education (NDRI); British
Education Index; Contents
International
learning, whether in formal,
institutional or informal
Pages in Education; Educational settings. Journal of
Research Abstracts online
(ERA); Education Index; ERIC; Lifelong
•Política de Peer Review: Todos
ERIH (European Reference Index os artigos são submetidos a um
for the Humanities, Pedagogical Education
rigoroso “peer review”, baseado
and Educational Research); “on initial editor screening and
Language and Linguistics anonymized refereeing by at
Behavior Abstracts; SCOPUS®. least two anonymous referees”
•Tamanho do artigo: 5000 a
8000 palavras
The Journal of
Continuing
Higher
Education

4. Construindo o artigo - 0
This article is a result of the methodological design
that was undertaken during the data collection
Objective phase within a PhD research which intends to
section understand how the plurilingual repertoires of non-
traditional adult students’ (NTAS) were built through
life.
By adopting a biographical approach, the starting
point was the NTAS’ questionnaire answers in
Abstract
Methods order to design a methodological process of
Section selection of a small sample of NTAS to be
interviewed. This selection process emphasises the
importance of the interconnection between all the
Results methods used in the research.
section Biographical methods allow researchers to have a
deeper access to NTAS plurilingual experiences
across their life course and, at the same time, they
Conclusions* contribute to improve the subjects’ awareness
regarding their plurilingual identity, by promoting
the reflection on their plurilingual lives and
language learning.
* Provenzale, J. & Stanley, R.(2006). A Systematic Guide to Reviewing a Manuscript. Journal of Nuclear Medicine Technology, 34(2),92-99.

5. Construindo o artigo - 1
This article is based on a study which is being carried out at the
Introduction
University of Aveiro (UA), within a PhD research project entitled “The
Study’s plurilingual repertoires in a lifelong learning process: a multi-case
context study with the non-traditional adult students”.
This study intends to present the NTAS’ perspective in what lifelong
learning is concerned, namely, lifelong language learning, focusing
in the Higher Education (HE) context. It takes into account NTAS’
motivations, expectations and representations, in a biographical
approach (Josso, 2002; West & Merrill, 2009) which reveals the
process of construction of NTAS plurilingual repertoires during their
life course (Molinié, 2006).
Within this theoretical perspective, this study intends to understand
how the plurilingual repertoires are built through life, namely NTAS’
lives. The methodological approach used in order to achieve this
Study’s
main goal is based on documental analysis (UA institutional
goals* documents), questionnaires and interviews, the last two referring the
NTAS’ language biographies.
In this article, the main focus is the methodological design used in
the selection process of a small group of NTAS to be
interviewed, taking into account their answers to the previous
questionnaire.
* Provenzale, J. & Stanley, R.(2006). A Systematic Guide to Reviewing a Manuscript. Journal of Nuclear Medicine Technology, 34(2),92-99.

6. Construindo o artigo - 2
Introduction “The plurilingual repertoires in a lifelong learning
process: a case study with the non-traditional adult
students at the University of Aveiro”
Theoretical Question
Theorectical Framework
How are the Plurilingual Repertoires constructed in a
Lifelong Learning perspective, focusing in a Higher
Education context?
What is a Plurilingual Repertoire?
•It is constituted by different languages which are acquired
through diverse modalities (learned in childhood, in school or
autonomously) and in different learning contexts where
different skills (speaking, reading, listening ...) exist. These
languages could have more or less different specialised functions
as they are used to communicate with the family, to socialise, to
work, to learn, etc. (Beacco, 2005).
•Formed as a dynamic lifelong process of (re)construction
which is shaped by each subject’s life experience and pathways
(Andrade & Araújo e Sá, 2003, Beacco & Byram, 2003, Coste, Moore & Zarate, 1997, Mackiewiczv, 1998) .

7. Construindo o artigo - 2
Language learning – a process of and for a
Introduction
life time
“a lifelong process extending across the entire span of institutional education
and training and including learning outside institutional education settings.
The emphasis on lifelong language earning reflects the facts that it is
Theorectical Framework
impossible to predict the practical and personal communicative needs people
may have after leaving education and training.” (Mackiewiczv, 1998)
Each one is able to learn languages
according to the emerging needs throughout
life, either due to personal, professional or
cultural matters, or simply because it is the
person’s wish (Beacco, 2008, Semal-
Lebleu, 2006).
The plurilingual repertoire is not stable, gaining
new elements which transform or complete
preexisting components obtained in various life
contexts, considering the necessary adaptation
to professional, geographical or family
displacements but also to the personal evolution
of interests (Lüdi, 2004).

8. Construindo o artigo - 2
Introduction
Language Biography consists of a set of "traces" of different sources:
memories of linguistic and cultural contacts, evidences from the evolution of
formal and informal learning, evidence of any certifications.
It allows the researcher to understand, from the particular linguistic narrative, how
and why develops and changes the relationship with languages throughout life
from childhood to adolescence and into adulthood.
To the subjects that produce them, by this “returning to experience”, it allows a
Theorectical Framework
biographical reflexivity and also the awareness raising of what already
constitutes their repertoire and therefore it contributes to the lifelong language
repertoire development. (Alheit et al., 1995, Castellotti & Moore, 2006, Josso, 2002, Perregaux , 2006, Thamin &
Simon, 2009)
Instrument
Process
Returning to
experience
Awareness
Valued by the
learner
Plurilingual Repertoire Development

9. Construindo o artigo - 2
Introduction
Non-Traditional Adult Students (NTAS)
Adult students are named non-traditional due to several factors
Theorectical Framework
influencing their participation in the educational process. Since they play
multiple roles and have several responsibilities, the student role is very
often cast aside.
Age
Attending formal education
Adult Students Professional experience
Attitude as students
Life circumstances
Multiples roles
Past experiences
Practical Application
(Schlossberg, Lynch, and Chickering ,1989; Correia & Mesquita, 2006; Johnson & Merril, 2004)

10. Construindo o artigo - 3
Introduction “The plurilingual repertoires in a lifelong learning process:
a multicase study with the non-traditional adult
students at the University of Aveiro”
Theoretical Question
How are the Plurilingual Repertoires constructed
Theorectical Framework
in a Lifelong Learning perspective, focusing in a
Higher Education Context?
4 – Comprehend how
2 – Comprehend how 3 - Identify the
1- Characterise the HE attendance
the NTAS plurilingual
construction contributes or could
Non-Traditional repertoires are
contribute to the
Adult Students constructed during the dynamics of NTAS
development of NTAS
life course plurilingual identity
plurilingual repertories
Methodological design
i.representations, expectations and motivations concerning Lifelong
Learning, namely within the development of plurilingual repertoires,
ii. representations and expectations concerning the university’s role and its
contribution to Lifelong Learning, particularly regarding the development of
plurilingual repertoires,
iii.language biography, its characteristics, processes and constitution
conditions.

11. Construindo o artigo - 3
Methodology/ Instruments Goals NTAS
Research Goals
Instruments involved
Introduction
- Understand how many NTAS were
Analysis of the UA attending UA, who they were, in which 485
institutional data courses they were. NTAS
i. Characterise the UA - Characterise general NTAS data,
Fhase 1
NTAS; linguistic profile, linguistic
195
Theorectical Framework
representations and representations
Questionnaire about the university’s contributions to NTAS
the development of their linguistic (40,2%
profile. N=485)
ii. Understand how -Understand how the plurilingual
the plurilingual repertoires are built through life.
repertoires are built
through NTAS’ lives; -Understand how NTAS perceive
From
themselves as plurilingual subjects
115
iii. Identify dynamics (under construction / “en devenir”) and
NTAS
of NTAS plurilingual their own plurilingual repertoire.
(58,9%
Fhase 2
Methodological design
identity construction Biographical interview
N=195)
- Understand how the attendance of
to 12
iv. Understand how Higher Education contributes or could
NTAS
the HE attendance contribute to the development of NTAS
contributes or could plurilingual repertoires. (10%
N=115)
contribute to the
development of NTAS
plurilingual
repertoires.

12. Construindo o artigo - 3
Questionnaire Questions Plurilingual Experience Indicators
Contexts
Q.9.2 – Either of your parents is a 1 - Foreign Parents
Introduction
foreigner?
Q.9.3 – If you have a partner he / she 2 - Foreign Partner
is a foreigner?
Q.9.4 – If you have children, what 3 - Languages ​spoken with the children (in
language(s) you talk with them? addition to Portuguese)
Q.9.5 – Do you talk with someone of Personal Context
your family and/or friends in another 4 - Languages ​spoken with family/ friends
Theorectical Framework
language than your mother tongue? (apart from Portuguese)
Q.9.8 – Did you learn
languages ​outside your formal 5 - Language learning in a non-formal/ informal
educational path? context
Q.9.6 – Do you use language in a Professional
professional context? 6 - Languages ​in professional context
Context
Q.9.7 – Did you learn languages in
your formal educational path? 7 - Language Learning in formal context (pre-
Methodological design
Q.16 – Does the UA degree that you HE)
are attending has languages courses? School Context
Q.9.9 – Are you learning languages at /Language 8 - Language Learning in formal context (HE)
this moment? Projects
Q.9.10– Do you want to learn 9 - Learning languages ​presently
languages in the future?
10 - Intention to learn languages ​in the future

13. Construindo o artigo - 3
Introduction
• NTAS with less (Group A) and more (Group B)
diversity of plurilingual experience indicators
Theorectical Framework
Total number of indicators
identified 1 2 3 4 5 6 7 8
A B
Groups (-) (+)
Number of NTAS 6 17 20 23 27 17 3 2 Total
115 NTAS
Methodological design
23 70 22
Total per Group
20% 60,9% 19,1%
Total per Group %
Total -
6 0 6 Sample
Sample
12 NTAS

14. Construindo o artigo - 3
Total NTAS/ Main Indicator
Group A Criteria
Introduction Selected NTAS
A1
Total=6 NTAS/ Ind7 - Language Learning in Age ( the older ones)
(with 1
Selected=2 NTAS formal context (pré HE) Gender
Indicator)
Ind7 + Ind10 - Language
A2 Learning in formal context Different combination of
Total=17 NTAS/
( with 2 (pré HE) and Intention to learn indicators
Selected=4 NTAS
Indicators) languages in the future Age (the older ones)
(n=10)
Theorectical Framework
Group A – NTAS with less
diversity concerning the
plurilingual experiences
indicators
Methodological design
26 64 69 71 80 95 97 102 104 119 121 130 131 134 152 162 163 164 171 181 182 191 193

15. Group B
Construindo o artigo - 3
Total NTAS/
Selected NTAS
Main Indicators
Criteria
B6 Ind10 - Intention to learn
Introduction
Total=16 NTAS/
(with 6 languages in the future (n=22)
Selected= 0 NTAS
indicators) Ind9 - Learning languages
B7 presently (n=21)
Total=4 NTAS/ Larger number of
(with 7 Ind7 - Language Learning in
Selected=4 NTAS indicators
Indicators) formal context (pré HE)
(n=20)
A8 Ind6 - Languages in
Total=2 NTAS/
( with 8 professional context (n=20)
Selected=2 NTAS
Indicators)
Theorectical Framework
Group B – NTAS with more
diversity concerning the
plurilingual experiences
indicators
Methodological design
17 19 30 35 37 42 57 59 105 107 112 115 141 142 146 149 159 161 165 178 184 187

16. Construindo o artigo - 4
the importance of the connection between all the methods in the
Introduction
research
Theorectical Framework
Institutional data – 485
NTAS Taking into
account the
subjects’
experience to
design the
Questionnaire – 195 NTAS research
(115 NTAS) methodological
Methodological design
plan
Biographical interviews – 12 NTAS
(6 men, 6 women; [25-48] years old)
Remarks
Final

17. “Get over the idea that only children should
spend their time in study. Be a student so long
as you still have something to learn, and this
will mean all your life.“
Henry Doherty (1870-1939)