Welcome! In this course, we will examine the philosophy and theories which inform second language interpretive qualitative research as well as representative studies that show how interpretive qualitative methodologies have been used to explore various research questions relevant to SLS. Course participants will examine the following questions: 1) What is interpretive qualitative research?; 2) How do social and cultural theories inform second language qualitative studies?; and 3) What are the principal philosophical and methodological considerations involved in conducting and writing up qualitative studies? To begin to answer these questions, we will read and discuss a wide range of literature concerning interpretive qualitative research, including theoretical and methodological overviews, as well as studies that employ ethnography, narrative inquiry, and discourse analysis (including the analysis of face-to-face interactions, written documents, hypertexts, and multimodal texts). Students will lead small group discussions on Wednesday meetings, complete several small assignments to become familiar with interpretive qualitative methodologies, collaborate with others in a group project, and produce a final course reflection which outlines their ontological and epistemological perspectives on a future research project.
1. Richards, Keith. 2003. Qualitative inquiry in TESOL . NY: Palgrave. (at UH bookstore)
2. Course packet. Professional Image, 2633 S. King St., 973-6599 (*note that many articles are posted to the UH portal site if available electronically)
Recommended books (UH bookstore):
1. Denzin, Norman, & Lincoln, Yvonna (eds.) 2003. The landscape of qualitative research : Theories and issues . London: Sage.
2. Rogers, Rebecca (ed.) 2004. An introduction to critical discourse analysis in education . Mahwah, NJ: Erlbaum.
|Week 1||1/8||Introduction to the course|
|1/10||Defining qualitative research|
|Richards, Keith. 2003. Chapter 1 in Qualitative inquiry in TESOL . (pp. 1-46). New York: Palgrave.|
|1/17||Defining knowledge, considering positionalities in research|
|Canagarajah, Suresh. 2005. Reconstructing local knowledge, reconfiguring language studies. In S. Canagarajah (ed.) Reclaiming the local in language policy and practice (pp. 3-24). Mahwah, NJ: Erlbaum.
Kondo, Dorinne. 1986. Dissolution and reconstitution of self: Implications for anthropological epistemology. Cultural Anthropology , 1, 74-87.
|Week 3||1/22||Designing qualitative studies. Ethics in research, the purpose of our work|
|Fine, Michelle, et al. 2000. For whom? Qualitative research, representations, and social responsibilities. In Denzin, N. & Lincoln, Y. (eds.) Handbook of qualitative research. London: Sage.
Kemmis, S. & McTaggart, R. 2000. Participatory action research. In Denzin, N. & Lincoln, Y. (eds.) Handbook of qualitative research . London: Sage.
@Crookes, Graham, & Chandler, Paul. 2001. Introducing action research into the education of postsecondary foreign language teachers. Foreign Language Annals 34, 131-140.
|Discussion leaders: Masaki, Roo|
|Watson-Gegeo, Karen. 1998. Ethnography in ESL: Defining the essentials. TESOL Quarterly, 22, 575-592.
Richards, Keith 2003. Observation (Ch. 3). Qualitative inquiry in TESOL.
McKay, Sandra, & Wong, Sau-Ling. 1996. Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescent immigrant students. Harvard Educational Review , 66, 577-608.
|Discussion leaders: Roo, Takayo|
|Week 5||2/5||Ethnography: Focus on Interviews|
|Richards, Keith. 2003. Interviewing (Ch. 2). Qualitative inquiry in TESOL.|
Holstein, J., & Gubrium, J. 1997. Active interviewing. In Denzin, N. & Lincoln, Y. (eds.) Handbook of qualitative research . London: Sage.
|@Simon-Maeda, Andrea. 2004. The complex construction of professional identities: Female EFL educators in Japan speak out. TESOL Quarterly 38, 405-436.|
|Discussion leaders: Yuki, Takayo|
|Week 6||2/12||Ethnography: Focus on Interviews|
|Fontana, Andrea. 2000. Postmodern trends in interviewing. In Denzin, N. & Lincoln, Y. (eds.) Handbook of qualitative research . London: Sage.|
@Golombek, Paula, & Jordan, Stefanie R. 2005. Becoming ' black lambs' not 'parrots': A poststructuralist orientation to intelligibility and identity. TESOL Quarterly 39, 513-533.
|Discussion leaders: Kelly, Miyung|
|2/21||Ethnography: Multiple methods|
@Creese, Angela et al. 2006. Multicultural, heritage and learner identities in complementary schools. Language and Education , 20, 23-43.
@Sampson, Helen, & Zhao, Minghua. 2003. Multilingual crews: Communication and the operation of ships. World Englishes , 22, 31-43.
|Discussion leaders: Miyung, Emily|
|Week 8||2/26||Individual assignment #1 due (ethnography)|
|Narratives: Analyzing Context|
|@Pavlenko, A. 2007. Autobiographic narratives as data in applied linguistics. Applied Linguistics.|
@Cmejrkova 2003. The categories of "our own" and 'foreign' in the language and culture of Czech repatriates from the Ukraine. International Journal of the Sociology of Language , 162, 103-123.
|@Menard-Warwick, Julia. 2005. Intergenerational trajectories and sociopolitical context: Latina immigrants in adult ESL. TESOL Quarterly 39, 165-185.|
|Discussion leaders: Varsha, Nick|
|Week 9||3/5||Narratives: Analyzing Content|
|@Moore, Emma. 2006. 'You tell all the stories': Using narrative to explore hierarchy within a community of practice. Journal of Sociolinguistics , 10, 611-641.|
|@Pahl, Kate. 2004. Narratives, artifacts and cultural identities: An ethnographic study of communicative practices in homes. Linguistics and Education , 15, 339-58.|
Motha, Suhanthie. 2006. Decolonizing ESOL: Negotiating linguistic power in U.S. public school classrooms. Critical Inquiry in Language Studies , 3, 75-100
|Discussion leaders: Myong Hee, Dana|
|Week 10||3/12||Narratives: Analyzing Form|
|@Crawshaw, R., B. Callen & K. Tusting. 2001. Attesting the self: Narration and identity change curing periods of residence abroad. Language and Intercultural Communication 1, 101-119.|
Koven, M. 2002. An analysis of speaker role inhabitance in narratives of personal experience. Journal of Pragmatics , 34, 167-217.
|Vitanova, Gergana. 2005. Authoring the self in a non-native language: A dialogic approach to agency and subjectivity. In Hall et al. (eds.) Dialogue with Bakhtin on second and foreign language learning (pp. 149-169). Mahwah, NJ: Erlbaum.|
|Discussion leaders: Dana, Kelly|
|Week 11||3/19||Individual assignment 2 due (narrative)|
|Critical, Constructivist, & Post-structuralist approaches to Discourse Analysis|
|Gee, James. 2004. Discourse analysis: What makes it critical? In R. Rogers (ed.) An introduction to critical discourse analysis in education (pp. 19-50). Erlbaum.|
@Heller, Monica. 2001. Critique and sociolinguistic analysis of discourse. Critique of Anthropology , 21, 117-141.
|@Eades, Diana. 2004. Understanding Aboriginal English in the legal system: A critical sociolinguistics approach. Applied Linguistics , 25, 491-512.|
|Discussion leaders: Nick, Varsha|
Week 12 Spring Break
|Week 13||4/2||Group projects: Designing a small study|
|Group meetings; ISLS conference|
|Richards, Keith. 2003. Ch. 4. Collecting and analyzing spoken interaction. Qualitative inquiry in TESOL . New York: Palgrave.|
|4/4||Group meetings - in 202 Moore|
|Week 14||Critical Discourse Analysis|
|4/9||Rogers, Rebecca. 2004. A critical discourse analysis of literate identities across contexts: Alignment and conflict. In R. Rogers (ed.) An introduction to critical discourse analysis in education (pp. 51-78). Mahwah, NJ: Erlbaum.|
|Stevens, Lisa. 2004. Locating the role of the critical discourse analyst. In R. Rogers (ed.) An introduction to critical discourse analysis in education (pp. 207-224). Mahwah, NJ: Erlbaum.
|4/11||@Cahnmann, Melisa, Rymes, Betsy, & Souto-Manning, Mariana. 2005. Using critical discourse analysis to understand and facilitate identification processes of bilingual adults becoming teachers. Critical Inquiry in Language Studies , 2, 195- 213.|
|Discussion leaders: Emily, Yuki|
|Week 15||4/16||Discourse Analysis: Texts, talk, and the use of multiple data sources|
Hatch, J. Amos. 2002. Excerpt from Doing qualitative research in education settings . Albany: SUNY Press.
|4/18||@Higgins, Christina. 2007. Shifting tactics of intersubjectivity to align indexicalities: A case of joking around in Swahinglish. Language in Society , 36, 1-24.|
|Discussion leaders: Masaki, Myong Hee|
|Week 16||Triangulating the results of our group projects|
|*Reflections on group projects due no later than 4/27 by email|
|Week 17||4/30||Writing up interpretive qualitative research, publishing interpretive studies|
|@Ramanathan, Vaidehi. 2005. Situating the researcher in research texts: Dilemmas, questions, ethics, new directions. Journal of Language, Identity, and Education , 4, 291-293.|
|@Ramanathan, Vaidehi. 2005. Some impossibilities around researcher location: Tensions around divergent audiences, languages, social stratifications. Journal of Language, Identity, and Education , 4, 293-297.|
|@Pennycook, Alastair. 2005. Performing the personal. Journal of Language, Identity, and Education , 4, 297-304.|
|@Holliday, Adrian. 2005. How is it possible to write? Journal of Language, Identity, and Education , 4, 304-309.|
|@Canagarajah, Suresh. 2005. Rhetoricizing reflexivity. Journal of Language, Identity, and Education , 4, 309-315.|
|@Nelson, Cynthia. 2005. Crafting researcher subjectivity in ways that enact theory. Journal of Language, Identity, and Education , 4, 315-320.|
Individual assignment #3 due (discourse)
Samples of writing: SPs, alternative formats accepted in journals and books
|5/7||Final reflection narrative due by email|