Adrian Holliday
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This document discusses the experiences of 6 researchers conducting multilingual research on small languages. It summarizes: 1) One researcher followed the discursive journeys of participants due to a multicultural background speaking multiple languages. 2) Another found that a shared Spanish language among students was highly coded, using single phrases for varied emotions. 3) A researcher found participants had broad linguistic understandings transcending individual languages from their diverse experiences. 4) Negotiating between the researcher's agenda and participants' perspectives could make the researcher feel foreign, despite sharing a language and nationality with participants. 5) Speaking the shared language of participants didn't guarantee familiarity, as lives in a new
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A new chapter that addresses issues of ethics and ideology, in response to increased pressures on translators and interpreters to demonstrate accountability and awareness of the social impact of their decisions.
Examples and exercises from new genres such as audiovisual translation, scientific translation, oral interpreting, website translation, and news/media translation.
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Updated references and further reading.
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Lada, I understand your desire to include the original Russian quotes and your translations. However, for the purposes of this assignment, it would be best to focus the discussion on your reflections and learning, leaving out direct quotes from the data. You could paraphrase or summarize parts of the conversations to support your points. The goal is for you to reflect on your experience, not to present a full analysis of the data. I hope these suggestions are helpful as you revise your draft. Please let me know if you have any other questions.
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The researcher discusses the challenges they faced in conducting their research multilingually, as they often relied on translators to communicate with participants who spoke other languages. They found translation between languages to be more difficult than expected, and frequently had to adjust their strategy or visit participants in person to ensure proper understanding. The researcher questions how accurately they are able to convey the true needs and perspectives of the participants.
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What I've done so far: Read, meet, discuss, make a film
This document summarizes and discusses various perspectives on conducting multilingual research that recognizes unpredictability, uncertainty, and the importance of collaboration. It discusses approaches that consider research as imaginative practice that is context-bound and measures ethical impact. The document also references a short documentary film about language and identity, and proposes conducting interviews for a new film about the possibilities of multilingual research and celebrating linguistic diversity.
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#5 was the only child and perhaps because of that I learned read.docx
#5
was the only child and perhaps because of that I learned reading and writing early. At first, I learned reading upside-down by watching my father read his newspaper and asking him about the headlines!
In Chapter 7, Ahearn presents to us research of Shirley Brice Heath on the socialization to literacy of preschoolers in three communities. How did you learn to read and write? Was your experience similar to that of the children from Maintown? From Roadville? From Trackton? Do you think the way literacy events and practices took place at your home helped you or hindered you when you started school? Make sure to address all the components of the topic in your post :)
sample
1)
I am a person who had quite a unique experience with books. I had a spectacular experience learning to read and write. Much of what I knew while young came from the lessons I received from my parents, especially my father. He was quite enthusiastic about teaching the letters of the alphabet. Going to pre-school also helped me become better at reading and writing. The singing of alphabetical letters and colors at pre-school made very easy for me to recognize the order and patterns of the alphabet.
However, my experience cannot be equated to that of the Maintown. I didn't have access to many books while growing up both at home at school. We relied so much on the charts made by our teachers in school to learn how to read and write. Things began changing as I got a little bit older as my father could come home with short story books of animal characters and read for me. I paid close attention as the stories were quite interesting and motivating. I remember trying so many times to read the books later. This experience lasted a while as I could still find it difficult reading and spelling certain words.
I believe I can relate more to the Roadville scenario as my pre-school had a few books that were having lots of pictures in them. These books helped a lot in learning how to read and write. On the same note, I can’t relate so much to Tackton as I was relatively familiar with words when I began pre-school. All thanks to the efforts of my dad.
2)
My parents were very big influences on my learning abilities as well the learning tools that they supplied me. When my parents dropped me off at daycare, our daycare provider, Linda, worked with all the kids on the basics which definitely helped as well. Not only did we have adult interaction but we also had other children there to help too. I also had an older sister that would help me and I looked up to her and wanted to be just like her so I would copy everything I could (numbers, letters, words).
My experience growing up was most similar to the Maintown children that Health studied. My family provided me with many books from birth (I am not sure if that is because they were hand-me-downs from my sister or what). Our bedroom was full of books like Dr. Suess. I believe that the literacy events and practices that took pla ...
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The teacher believed that while grammar sections in textbooks were not very useful for students, who tended not to read them, they were quite useful for teachers as they could help teachers elaborate on the grammatical content of the lesson. When asked their opinions, many students expressed that grammar and vocabulary were the most important aspects of an English class to help with speaking and reading skills.
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Doing multilingual research and researching multilingually involves considering several issues. Researchers must question assumptions about differences in conceptual meaning between languages and consider strategies for handling potential linguistic or conceptual clashes. The translation process should be identified and translators/interpreters should be involved in the research process in a way that is fit for purpose. All communication involves translation and researchers have a responsibility to represent participants and languages appropriately, even when speaking the same language as participants.
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Adrian Holliday
- 1. Researching multilingually: small languages Adrian Holliday
- 2. Mehri, commenting on the text How best can I transfer this sensation of language, language exchange and interaction in such a small place to my reader, who happens to be reading in English. … the power of the language given in Farsi, had to be saved. So I tried to translate very accurately the key words that they were using. They were wearing very beautiful chadors … I, in my childhood, accumulated an idea of beautiful chadors. … So, these two ladies sitting in the back were obviously ladies of means, ladies of substance.
- 3. Somehow inside their minds … although it’s a reconstruction, you feel it really is them speaking. Studied transcription of the actual words they use. So, I know that they’re eloquent people and are using these words which in contemporary Farsi have a lot of meaning. You know, that is not hard. And then finding the equivalent, in the marketplace, as it were, in society in London, is very easy. I’m extremely good at languages; I feel that my English is excellent.
- 4. Straight from listening, to notes, to English reconstruction Farsi was, in fact was my first point. … When this younger voice behind me said ‘No, they can study these things’, you couldn’t possibly forget that, and make a mistake in transcription. No, it cannot be lost, in translation. It is powerful. It is already challenging. It’s a dialogue that is not very extensive; but what is said is very powerful and precise. I’m not closing one set of experiences in one place, and then opening them suitable for another place. This taxi driver is no different to a contemporary taxi driver in any urban place. This is one of my hidden points.
- 5. Nothing lost moving from Farsi to English Absolutely nothing. … when I wrote the English I had the same sensation that I was hearing in the taxi. … This, is something that I see in my life no matter where I go. I had it in Fayyoum in Egypt, I had it with the green grocers in Damascus, I had it with the butcher, I had it with scholars I have dealt with, in Canterbury. We have this. … So this is not a language that is isolated because it’s happening in Tehran in a taxi, in this confinement, or should be confined in its meaning. Sociological imagination – I consider myself the master of the psyche of this society too. A social scientist who is not limited to one space. When I come to Britain I am still seeing these things. When I switch on my research brain … The space becomes irrelevant. They make me think this. It is not the confinement of the taxi, or of the harsh urban environment of the city, or the toxic environment of the régime. What they have to say transcends all of this.
- 6. Researcher 2: Bangladeshi born in Kuwait, researching Kuwaiti students I think that I would very much call myself a multilingual researcher of small languages because I did not have much difficulty following the various discursive journeys that my participants took me on. I would relate this particularly to my own multicultural background in the sense of being Bangladeshi born and raised in Kuwait, educated in an American school, and socializing with friends of diverse backgrounds.
- 7. Researcher 3: Mexican researching Mexican students The small language of Spanish speaking university students was an issue in my research interviews because it was highly coded. For example the students use a single phrase to refer to a large variety of affective states.
- 8. Researcher 4: Australian researching multilingual Asian teachers The breadth of knowledge which enabled participants to discuss language issues was more striking than any difficulties so that for example, a participant from Singapore who said that in the army the Malay commands were similar to the use of Latin in the Catholic Church revealed an understanding of language use which transcended individual ‘big’ languages and cultures. When I wrote a 10,000 word dissertation in French and didn’t really think much about it because in those far-off days I hadn’t reflected on what it felt like to write in another language. I just did it because it was expected
- 9. Researcher 5: Turkish researching Turks living in Britain A common first language and coming from the same country … didn’t guarantee anything! There were familiar things but there were many unfamiliar things as well. … to do with age, … profession, … socio-economic class and most importantly they were all living a life here which is so different from mine. In one case, a young couple, to whom I paid a visit in their house … showed so much respect to me, was so careful in their speaking and behaving, and apologized so many times for many unnecessary things that it took hours to start a normal, natural conversation. And all these were because of my job, as they put it.
- 10. If ‘foreign’ is simply ‘not familiar’ then it is not ‘writing in English’ which is foreign to me. I am also researching multilingually in the sense that I usually have to negotiate and reconcile my agenda, priorities, ideas, issues, expectations, etc. with those of the participants. There were some instances where I was feeling myself so much ‘foreign’ to the context and to the people despite our common language and nationality. And I guess those people I tried to have conversations with felt the same or sensed my feelings and struggles.
- 11. Researcher 6: Indian researching Indians in Britain I speak English, Hindi. Punjabi and Urdu fairly well. There are advantages. … I have learnt the trick of the trade. I have picked up catchphrases that makes me insider of the English community The disadvantages are the expectations people have of you. They expect you to have a mastery over these languages. I feel I can speak, read and write these languages well but I am not a Master. I am an in-betweener.