QUALITATIVE RESEARCH: FOCUS ON NEW
PARADIGMS
Issues in Research Methodology II
Professor Sabine Mendes Moura
sabine.mendes@gmail.com
AN EXCERPT FROM HARAHAN (1999)
- ON THE SCIENTIFIC METHOD
AN EXCERPT FROM HARAHAN (1999)
- ON THE SCIENTIFIC METHOD
(GUBA AND LINCOLN, 2005)
(GUBA AND LINCOLN, 2005)
(GUBA AND LINCOLN, 2005)
(GUBA AND LINCOLN, 2005)
(GUBA AND LINCOLN, 2005)
PARADIGMS ARE (TEXTUALLY)
EVERYWHERE...
PARADIGMS ARE (TEXTUALLY)
EVERYWHERE...
PARADIGMS ARE (TEXTUALLY)
EVERYWHERE...
[…]undergraduate biology research at Central
Mindanao University, Philippines, entitled “Antidiarrheal activity of M. Pudica leaf extract on
white mice induced with E. coli pathogen”. This
experimental research utilized an experimental
group and a control group. The experimental
group was given a treatment (leaf extracts) while
the control was left untreated.
PARADIGMS ARE (TEXTUALLY)
EVERYWHERE...
PARADIGMS ARE (TEXTUALLY)
EVERYWHERE...
PARADIGMS ARE (TEXTUALLY)
EVERYWHERE...
PARADIGMS ARE (TEXTUALLY)
EVERYWHERE...
PARADIGMS ARE (TEXTUALLY)
EVERYWHERE...
The objective of this paper is to discuss functions
and definitions of the term Discourse Markers
(DM) and their implications for the teaching of
English as a Foreign Language, from a pragmatic
view point, by investigating the usage of the
particle like. The work is based in the analysis of
lexical entries in a famous Portuguese-English
dictionary used in Brazil and complemented with
a pilot study carried out with in-service teachers
in the country. Results have shown that there is
a need for EFL educators to address issues such
as gender, race and culture as social constructs
which cannot be overlooked in foreign language
curricula.
PARADIGMS ARE (TEXTUALLY)
EVERYWHERE...
Discourse Markers and the Teaching of EFL:
Reflections on the particle “like”
Cláudia Cristina Mendes Giesel
PARADIGMS ARE (TEXTUALLY)
EVERYWHERE...
[…] graduate research at the University of
Southeastern
Philippines,
entitled
‘The
effectiveness of conceptual approach of teaching
on the scores of students in a biotechnology
achievement test’. Two groups were established,
the experimental group was given a conceptual
teaching approach and the control group was
taught with the traditional board-talk method.
To test the achievement of the students, a
teacher-made test was designed and subjected to
content and construct validity analysis. The two
groups were tested and the data were analysed
using statistics. Most often, graduate research in
the Philippines is designed in this way.
FROM TRADITIONAL TO CONTEMPORARY
QUALITATIVE RESEARCH PARADIGMS (TAYLOR &
MEDINA, 2013)
FROM TRADITIONAL TO CONTEMPORARY
QUALITATIVE RESEARCH PARADIGMS (TAYLOR &
MEDINA, 2013)
FROM TRADITIONAL TO CONTEMPORARY
QUALITATIVE RESEARCH PARADIGMS (TAYLOR &
MEDINA, 2013)
FROM TRADITIONAL TO CONTEMPORARY
QUALITATIVE RESEARCH PARADIGMS (TAYLOR &
MEDINA, 2013)
FROM TRADITIONAL TO CONTEMPORARY
QUALITATIVE RESEARCH PARADIGMS (TAYLOR &
MEDINA, 2013)
FROM TRADITIONAL TO CONTEMPORARY
QUALITATIVE RESEARCH PARADIGMS (TAYLOR &
MEDINA, 2013)
PARADIGMS AND METHODOLOGICAL
APPROACHES
NEW APPROACHES FOR NEW PARADIGMS
(CRITICAL THEORY AND RELATED PRACTICES)

Grounded Theory (GLASER and STRAUSS, 1967)
(http://www.groundedtheoryonline.com/what-isgrounded-theory)
Grounded Theory is
 a research method that will enable you to
 develop a theory which
 offers an explanation about
 the main concern of the population of your
substantive area and
 how that concern is resolved or processed.
NEW APPROACHES FOR NEW PARADIGMS
(CRITICAL THEORY AND RELATED PRACTICES)

For example in my study, the main concern of learners is
finding the time to study and temporal integration is the
core category which explains how the concern is resolved or
processed. That is: Jugglers and Strugglers employ
successful temporal integration strategies enabling them to
study whilst Fade-aways and Leavers are less successful in
devising and adopting temporal integration strategies.
Understanding how temporal integration does or does not
happen has implications for learning design and
learner persistence.


For the nurses of Nathanial's study, their main concern
was moral distress and the core category which processed
their concern was moral reckoning. For McCallin's'
interdisciplinary teams the main concern was client service
delivery and the core category - pluralistic dialoguing.
NEW APPROACHES FOR NEW PARADIGMS
(CRITICAL THEORY AND RELATED PRACTICES)

How do you do Grounded Theory?
The methodological stages are:
 Identify your substantive area - your area of interest. Examples of
substantive areas included dying (Glaser, 1967), online learning (Scott, 2007), a
cafe (Rosenbaum, 2006), nursing practice (Nathanial,2007), management
studies (Holton, 2007), work processes (Gynnild, 2007), interdisciplinary teams
(McCallin, 2007). Your study will be about the perspective of one (or more) of
the groups of people of the substantive area who will comprise your substantive
population e.g. patients, doctors, nurses and social workers (Glaser 1967),
online learners (Scott 2007), nurses who have practiced in direct contact with
patients (Nathanial, 2007), knowledge workers (Holton, 2007 ) journalists
(Gynnild, 2006), health professionals (McCallin, 2007).
 Collect data pertaining to the substantive area. A Grounded Theory may use
qualitative data, quantitative data (e.g. Glaser 1964 and Glaser 2008) or a
mixture of the two. Thus data types include but are not restricted to



collecting observations of the substantive area itself and activities occurring within
the substantive area;
accessing public or private record irrespective of form (e.g. photograph, diary,
painting, sculpture, biography, television broadcast, news report, survey, government
or organisational document, etc.);
conversing with individuals or a group of individuals, face-to-face or remotely
[synchronously (e.g telephone, text chat) or asynchronously (e.g. email or wiki)].
NEW APPROACHES FOR NEW PARADIGMS
(CRITICAL THEORY AND RELATED PRACTICES)


Open code your data as you collect it. Open coding and data collection
are integrated activities thus the data collection stage and open coding
stage occur simultaneously and continue until the core category is
recognised/selected. (Note: there may be more than one potential core
category). Open coding simply means code everything for everything –
more on that in the getting started section. Eventually the core category
and the main concern become apparent; where the core category
explains the behaviour in the substantive area i.e. it explains how the
main concern is resolved or processed. For example in my study the
main concern was finding time to study and the core category was
‘temporal integration’.
Write memos throughout the entire process; The development of
your theory is captured in your memos; few memos = thin theory.
Method memos chronicle tussles with the method and help write the
chapter on method. But most importantly theoretical memos are written
about codes and their (potential) relationships with other codes. It's a
low risk activity, so don't be concerned about writing 'bad' memos; your
memos will mature as your skill and your theory develop.
NEW APPROACHES FOR NEW PARADIGMS
(CRITICAL THEORY AND RELATED PRACTICES)
Conduct selective coding and theoretical
sampling; Now that the core category and main
concern are recognised; open coding stops and
selective coding – coding only for the core
category and related categories – begins.
 Sort your memos and find the Theoretical
Code(s) which best organises your substantive
codes.
 Read the literature and integrate with your
theory through selective coding.
 Write up your theory. Job done!

NEW APPROACHES FOR NEW PARADIGMS
(CRITICAL THEORY AND RELATED PRACTICES)

Critical Discourse Analysis (FAIRCLOUGH,
2001, 2010; VAN DIJK, 1993)
NEW APPROACHES FOR NEW PARADIGMS
(CRITICAL THEORY AND RELATED PRACTICES)

(FAICLOUGH, 2001)
NEW APPROACHES FOR NEW PARADIGMS
(CRITICAL THEORY AND RELATED PRACTICES)

(RESENDE &RAMALHO, 2009)
NEW APPROACHES FOR NEW PARADIGMS (CRITICAL THEORY AND
RELATED PRACTICES)

(MACHIN & MAYR, 2007)
FOREIGN LANGUAGE
ACQUISITION, SOCIAL
IDENTITIES AND
GENDER: A MOROCCAN
STUDY CASE
.‫ دراسة حالة المغربية‬:‫ والمساواة بين الجنسين‬،‫ والهويات االجتماعية‬،‫اكتساب اللغة األجنبية‬
Elaine Aarid
elainecristinax@hotmail.com
MOROCCO – A MULTILINGUAL COUNTRY
Berbere
 Classic Arabian
 French
 Moroccan Arabian

Teaching English in Morocco is a tough task. Because the teacher
needs to be fluent in, at least, three languages: Berbere, Moroccan
Arabian and English.
Said, English teacher in Ouaouizert.
OUAOUIZERT E RABAT
TWO BASIC QUESTIONS


What are the possible impacts of English
language acquisition in the cultural identity of
young Moroccan women?
Would these impacts be the same if we compared
a big urban center like Rabal and a small village
in the Atlas Mountains like Ouaouizert?
Teaching English in a muslim country is a delicate task. We never
know if we are going to offend someone or not. Sometimes, we think
that we may offend a girl who seems to be conservative because she
used the hijab; however, we end up offending another girl who
seemed to be more liberal.
John, British teacher who works at an English course in
Rabat.
ON BECOMING PARTICIPATORY...

My story (under construction)