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Trajectories of researching multilingually: Implications for researcher development. Mariam Attia (Durham University) Prue Holmes (Durham University) Richard Fay (The University of Manchester) Jane Andrews (University of the West of England).
Implications for researcher development
Mariam Attia (Durham University)
Prue Holmes (Durham University)
Richard Fay (The University of Manchester)
Jane Andrews (University of the West of England)
Intercultural and multilingual skills in postgraduate education, research and beyond
Glasgow, June 19th, 2014
Part I: Insights from the literature
Part II: Insights from the Researching Multilingually project
Insights from the literature
-> Multilingual researchers are able to mediate between different linguistic systems, point out areas of methodological complexity, and develop higher levels of ethical sensitivity
-> situated ethical understandings may not conform to established institutional practices
Insights from the
Researching Multilingually project
RQ.1: How is researcher awareness developed vis-à-vis the processes of researching multilingually?
“Under […]’s supervision, I gradually noticed so many things to which I had been blind, such as relevant literature written in Mandarin, similar research studies undertaken in Mandarin with unique methodological insights and the potential of richer interpretations of the data when drawing on different linguistic resources” (Zhou)
I first realised that I could, in the sense of having the permission to, conduct my Doctoral research multilingually when my supervisor […] explained the way in which I could handle my multilingual data. Being permitted to present the data in its original language within the thesis surprised me to the extent of not believing it at first. (Chahal)
not aware of the multilingual nature of their work until they embarked on large-scale research especially a PhD
My involvement with researching multilingually came about because of my personal background of conducting research in France as an Indian doctoral student… Multilingualism was very natural for me. It was very difficult for me to understand the concept of monolingualism when I arrived in France. It was equally difficult for others to understand that I couldn’t pin one language as my first language. (Rajwede)
RQ.2: What possibilities and complexities are researchers aware of in relation to their multilingual research practice?
The importance of reflexivity
RQ.3: How can researchers be supported to become more intentional, creative, and resourceful?
-> developing researcher intentionality
Holmes, P., Fay, R., Andrews, J., Attia, M. (2013). Researching multilingually: New theoretical and methodological directions. International Journal of Applied Linguistics, 23(3), 285–299
Canagarajah, A. S. (2002). A geopolitics of academic writing. Pittsburgh, PA: University of Pittsburgh Press.
Duszak, A., & Lewkowicz, J. (2008). Publishing academic texts in english: A polish perspective. Journal of English for Academic Purposes, 7(2), 108-120.
Gu, Q., & Schweisfurth, M. (2011). Rethinking university internationalisation: Towards transformative change. Teachers and Teaching, 17(6), 611-617.
Halai, N. (2007). Making use of bilingual interview data: Some experiences from the field. The Qualitative Report, 12, 344-355.
Magyar, A., & Robinson-Pant, A. (2011). Special issue on university internationalisation – towards transformative change in higher education. Internationalising doctoral research: Developing theoretical perspectives on practice. Teachers and Teaching, 17, 663-676.
Pavlenko, A. (2005). Emotions and multilingualism. Cambridge, New York: Cambridge University Press.
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Shklarov, S. (2007). Double vision uncertainty: The bilingual researcher and the ethics of cross-language research. Qualitative Health Research, 17, 529-538.
Temple, B., & Edwards, R. (2002). Interpreters/translators and cross-language research: Reflexivity and border crossings. International Journal of Qualitative Methods, 1(2), 1-12.