Reflexivity in Multilingual Research Practice
Mariam Attia, Prue Holmes, Richard Fay, and Jane Andrews
This presentation sheds light on the role of reflexivity in researching multilingually in
a largely English-medium academic context. Reflexivity is commonly understood to
mean individual researchers’ awareness of the influence of their advanced knowledge,
subjectivities, values and beliefs in shaping their research. Methodologically, the
construct is significant for the conduction of rigorous qualitative research (Creswell &
Miller, 2000; Etherington, 2004; Kleinsasser, 2000; van Heugten, 2004). As stated by
Alvesson & Sköldberg (2000, p. 288), this “metaunderstanding” of the nature of
research processes gives a field study its scope and significance. However, the
understanding of reflexivity adopted in this presentation will not be limited to
recognizing the effect of the researcher on the research, but also encompass the
impact of the research on the researcher (Edge, 2011).
Data will be drawn from doctoral researcher experiences presented at the seminars of
the AHRC-funded project Researching Multilingually and posted on the project
website (www.researchingmultilingually.com). Emphasis is placed on how the twofacets of reflexivity complete cycles of mutually-informing change in multilingual
research practice reflecting researcher competence in its constant state of becoming.
The poster illustrates experiences of embarking on cross-language doctoral research,
researcher awareness of their subjective decision-making processes, how they pursue
their research goals, and how they were - and may still be - influenced, in turn, by
these processes and outcomes.
References
Alvesson, M., & Sköldberg, K. (2000). Reflexive methodology: New vistas for
qualitative research. London: SAGE.
Creswell, J., & Miller, D. L. (2000). Determining validity in qualitative inquiry.
Theory into Practice, 39(3), 124-130.
Edge, J. (2011). The reflexive teacher educator in TESOL. New York: Routledge.
Etherington, K. (2004). Becoming a reflexive researcher: Using our selves in
research. London: Jessica Kingsley.
Kleinsasser, A. M. (2000). Researchers, reflexivity, and good data: Writing to
unlearn. Theory into Practice, 39(3), 155-162.
van Heugten, K. (2004). Managing insider research. Qualitative Social Work, 3(2),
203-219.
Biographical data:
Dr. Mariam Attia is a Research Assistant on the AHRC-funded project Researching
Multilingually directed by the School of Education, Durham University. She is also a
Research Advisor on the Development of Digital Inclusion Toolkits 2012 project
funded by ictQATAR. Her research areas are teacher development, reflective practice,
researcher education, and educational technologies.
Dr. Prue Holmes, Senior Lecturer, School of Education, Durham University, is the
programme director of the MA (Intercultural Education and Internationalisation MA).
She teaches and supervises doctoral students in intercultural communication and
education. She is the principal investigator of the AHRC-funded “Researching
Multilingually” project.
Dr. Richard Fay, Lecturer in TESOL and Intercultural Communication at the
University of Manchester, is programme director for the MA in Intercultural
Communication as well as teaching intercultural courses at undergraduate level. He
also has interests in researcher education and narrative research. He is Co-Investigator
for the AHRC-funded “Researching Multilingually” project informing this paper.
Dr. Jane Andrews, Senior Lecturer in Education, University of the West of England,
is programme manager for BA (Hons.) Education, Learning and Development and
jointly runs the taught doctorate in education. She has an interest in young children
and multilingualism and learning out of school. She is a team member of the AHRCfunded “Researching Multilingually” project informing this paper.