Demystifying the Analysis Process of Talk Data: A Review of Analyzing Talk in the Social Sciences: Narrative, Conversation & Discourse Strategies

In Analyzing Talk in the Social Sciences: Narrative, Conversation & Discourse Strategies, Katherine Bischoping and Amber Gazso introduce three analytical approaches to talk data: narrative analysis, conversation analysis, and discourse analysis. Taking a sociological perspective, the authors engage in critical dialogue on research that employs these approaches, and provide step-by-step guide to analyzing talk data, using these strategies. They expand on introductory qualitative research concepts by taking up the complex interrelationships among epistemological, ontological, paradigmatical, and theoretical lenses that guide these analytical strategies. Through examples from a wide range of studies and their own research and advising experiences, Bischoping and Gazso articulate various analytical approaches to talk data to demonstrate the strength of these strategies in qualitative inquiry. Despite its minor shortcomings, such as its narrow focus on three analytical approaches and prevalent focus on talk data elicited in interviews, this book offers insights and strategies for students, faculty, and researchers interested in fine-tuning approaches guided by narrative analysis, conversation analysis, and discourse analysis

A Review of Ethnotheatre: Research from Page to Stage

In Ethnotheatre: Research from Page to Stage (2011), Johnny Saldaña establishes ethnotheatre as a research method and art form in qualitative inquiry. Envisioned as an ethnotheatre book, various aspects of arts-based inquiry are intertwined in the six chapters, including ethical issues, artistic performance, adaptations of empirical materials in theatrical plays, monologue and dialogue construction, scriptwriting, theatrical design, production rights, copyright registration, and aesthetic language. Drawing on theatre-based studies, each chapter is grounded in literature and provides step-by-step guidelines to how traditional research and data can be reinterpreted, staged, performed, produced, and disseminated as theatrical play. Both the structure of the book as well as the variety of activities and recommended readings make this book suitable for both teaching and research

The complexities of English language learning and use: Exploring low-literate adult indigenous immigrant language learner identity and agency

This two-year photovoice study examines the language learning trajectories of two adult indigenous female participants in a community-based English as a second language (ESL) course. Drawing on positioning theory (Davies & Harré, 1990) to analyze classroom discourse and learner-created visuals in a class for immigrants with low literacy skills, this study investigates how participants discursively negotiate their gender, mother, working class, and migrant identities, and literacy practices within the societal expectations to scaffold their learning and gain access to linguistic and cultural resources. The analysis of interviews and class interactions based on participant-created visuals reveals that language learning is both a process of becoming and an act of negotiation, contestation, or conformation of a self-assigned or other assigned identities. Preliminary findings reveal that challenges, such as family obligations, work, transportation issues, and school proximity, as well as lack of L2 interactions outside the class prevents them from improving their English skills. Oral traditions, family, and community validate participants’ voices and support English language development. Interactions based on learner-created multimodal discourses transcend linguistic boundaries and create opportunities for them to contest dominant discourses on official language, national identity, and immigration. Through these interactions, participants constitute a transnational, hybrid identity and develop English oral communication skills. The study suggests that participatory, visual-based action research, such as photovoice (Burris & Wang, 1997), promotes community dialogue about issues identified by the participants and develops their identity, agency, and engagement in language learning and use

Creating Research Space for Invisible Communities: Using Visual Methodology and Discourse Analysis to Uncover Adult Immigrant Identity and Agency

This study explores the ways in which adult immigrants with limited literacy skills acquire English and use visual methods to embody some of the challenges of a migrant life, including constituting their identities in the target language community while learning literacy and maintaining their first languages. On a methodological level, I discuss how arts-based educational research and visual methodologies, such as photovoice and photo elicitation interviews in combination with microanalysis approaches, such as positioning analysis (Davies & Harré, 1990) can help uncover the lived experiences of adult immigrants whose SLA process is poorly understood and not widely studied. Participants in a community-based English class took photographs of their literacy and L2 practices and engaged in interviews and class discussions about their challenges that prevent them from learning English. Findings reveal that deficient views on immigrant learners and self-ascribed and other-ascribed identities hinder their access to linguistic capital. Learner-created multimodal narratives transcend linguistic boundaries and create opportunities for identity reconstruction and meaning making, revealing the transformative potential of arts-mediated learning. The knowledge this process generated is discussed in terms of its potential to question traditional SLA theories that privilege alphabetic literacy, suggesting that adult immigrants’ learning can be reframed around the concepts of multimodality and translanguaging. Compared to other qualitative research methods, multilevel analysis of visuals and texts offers a more insightful, nuanced, and equitable approach for language educators and researchers to explore adult learners’ layered narratives of agency, identity, SLA and include these learners’ voices in research and classroom

Culturally Responsive Pedagogy in Higher Education: A Collaborative Self-Study

In this article we discuss findings from a collaborative self-study of how seven teacher educators define, enact, and navigate their roles as culturally responsive educators across various programs within a higher education institution. All participants conducted an individual interview with another team member and engaged in prolonged team meetings in order to understand and conceptualize culturally responsive pedagogy (CRP). Findings include the participants\u27 difficulty with defining CRP in higher education; the importance of modeling and building relationships with students when enacting CRP; tensions related to students and institutions; and professional and personal opportunities to continuously evolve. The findings begin to fill in a void for an articulated framework of CRP beyond P-12 classrooms and illustrate the type of support and professional development higher education institutions need to provide for teacher educators to actualize this work