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Jane Andrews


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Jane Andrews

  1. 1. Jane Andrews University of the West of EnglandResearching Multilingually network event April 25-26 2012
  2. 2.  Background to the study Some possible approaches to researching multilingually The approach taken Data indicating areas of researcher – interpreter collaboration Concluding thoughts
  3. 3.  Steinar Kvale – InterView Vygotsky – intersubjectivity Bakhtin – dialogue Shah – interviewer as an ‘intercultural intruder’ Whose views are being exchanged and how? Research participants Researcher Interpreter
  4. 4.  Large Economic and Social Research Council funded project, part of the Teaching & Learning Research Programme Focus on learning in and out of school Children’s, parents’, teachers’ knowledge and practices explored Strict sampling frame – 2 cities, 3 research strands, 12 primary schools selected according to FSM as a measure of affluence/ poverty
  5. 5.  Unit of study was the school, the class, then case study families Welsh medium schools in Cardiff, Wales Children learning through the medium of English in Bristol schools Children and families in the project used Welsh, Gujurati, Somali, Hindi, Urdu, Panjabi ‘changing’ sample – children moved house, schools were deemed by OfSTED to be ‘failing’ and parents chose to move their children to new schools
  6. 6.  GillCrozier – study of specific groups e.g. Bangladeshi parents, employment of researchers with specified language skills Temple & Ros Edwards – use of interpreters as co-researchers Opportunistic use of who is available – neighbours/friends/relatives
  7. 7.  Employment of a Bristol City Council interpreter with specific language skills Briefing before visit to family home Negotiation of roles in the home JA to operate tape, interpreter to pose questions and engage with family then relay to me the interaction in English Emphasis on interpreter developing rapport with family Consecutive translation used
  8. 8.  Interpreterconveyed linguistic & cultural information to me: About her processes – “we’re going to speak in Hindi” About approaches to cookery – “we use handfuls” Referred to her shared knowledge with father – “We Indians”
  9. 9. Father to interpreter (in Hindi) “and I also ask him what he has learnt today, what has happened at school today, how was school I ask him everything”Interpreter to JA (in English) “The communication between er like father and son is good because he asks him everyday what he studied”
  10. 10. JA Can I just go back to number seven, has the school been communicating to you about what … what they’re teaching in maths this year? Is there any communication in that way? Int (to JA) Between the school and the dad? JA Yes, yes. Int (to father) um… when I asked you the question before about do you talk to him about what you’ve done at school in maths. Do they ever write to the school about what they’re doing at school or anything?
  11. 11. Int to father how long did you study? Father (********) years Int Till 10th class? Father Yes Int to JA Up till primary education in maths and number two …Int to father and do you feel like you’ve missed out on something, as you didn’t study for a long time
  12. 12. Int to JA It’s a very difficult question isn’t it?JA It is.……Int to JA So how do you, when you … how do you think people learn, is generally educational learning or …JA Well for instance thinking of learning in the broad sense, not just as a school subject but…
  13. 13. Areas to consider in research collaborations: Shared understanding of terms/purposes of the research Shared understanding of the function of each question/task Shared awareness of ethical approach taken in the study – use of probing questions or not Shared awareness of stance to take in relation to content of interview – non- judgemental
  14. 14. Crozier, G (2009) South Asian Parents’ Aspirations & Teachers’ Expectations in the UK in Theory into Practice 48/4, 290-296Kvale, S (1996) InterViews – An introduction to qualitative research interviewing London: SageShah, S. (2004) The researcher/interviewer in intercultural context: a social intruder! In British Educational Research Journal Vol.30, No.4, pp.549-575Temple, B., & Edwards, R. (2002) Interpreters/translators and cross-languageresearch: Reflexivity and border crossings InInternational Journal of Qualitative Methods 1(2)