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Article
Introduction:
Reflecting on methodology and methods
Mary H. Maguire
Abstract
This special themed issue includes a selection of articles that emerged from a larger
qualitative, ethnographic study of multilingual childrens identity construction, identity
politics and cultural positioning in heritage language contexts in Montreal, Quebec,
Canada. The McGill Multilingual Literacies Research team formed in 2000 is like
a microcosm of the very phenomena of multilingualism under consideration. Most
team members are people who were multilingual from earliest childhood, went to
and/or taught in heritage language contexts and are aware of the nuanced meanings
of their particular contexts. Our coming together occurred naturally out of a shared
interest in the experiences of multilingual students, multiple languages and literacies
in a province where French is spoken by a large majority of the population and a city
where communities speak in languages from all over the world. Although we have
since become more consciously aware of Montreal as a unique space for understanding
identity politics and multiple languages (Maguire, Beer, Attarian, Curdt-Christiansen
and Yoshida 2005), we were only tacitly aware of its significance in our initial research
endeavours. Indeed we were engaged and immersed in multilingual research without
knowing how to do it or that we were consciously doing it! (Roth 2006).
Keywords: heritage language contexts
Affiliation
Department of Integrated Studies in Education , McGill University, Canada
Correspondence: Department of Integrated Studies in Education, McGill University, 3700 McTavish Street,
Montreal, Quebec, Canada, H3A 1Y2
email: mary.maguire@mcgill.ca
doi : 10.1558/sols.v1i1.5
LONDON
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And it was serendipity that I found it... And then you leave it
by saying among all of us we figured we had ten languages?
Arminee: What happened was we went in and we had to fill out all these
forms, because they asked for our passports... So we all went
in with our colourful passports... And we started counting our
languages and chit chatting with them (officers at the border)
and it turned out to be quite an insight for us.
Ann:
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the impact of personal and situational influences on research and its findings,
and contextualized nature of research events.
2 Reflecting on methodologies
Methodology refers to the epistemological framing of an inquiry that includes
prior understandings of phenomenon and the very contextual factors that
mediate actions, particular choices of theories, interpretations and representations over others. Methods refer to the familiar tools of qualitative and
ethnographic inquiry such as observations, interviews, document analysis and
visual evidence that is, the material evidence collected and which constitute
resources for constructing data and writing plausible research stories. As a
qualitative/ethnographic researcher and university teacher of graduate courses
in research methods, I argue that a mixed methods approach fails to make this
important distinction between methodology and methods, compromises and
under appreciates the complexities of human inquiry. Proponents of mixed
methods frequently misinterpret the terms methodologies and methods using
them interchangeably. In doing so, they believe they are engaging in methodological pluralism, adopting an epistemological ecumenicalism (Johnson and
Onwuegbuzie 2004) by integrating triangulating procedures that help eliminate
subjective and local influences. Roth (2005) critiques methods people who hail
the combination of qualitative and quantitative methods as a major breakthrough in scientific inquiry. I agree with Roth that a dialogic view of research
and authoring points to the need for researchers to confront issues of voice,
consciousness, emotionality and answerability/responsibility in authoring self
and others (Maguire 2006). Bakhtins understanding of subjects as authors or
their discursive existence resonates with the epistemological assumptions and
methodological aspirations of postmodern, interpretive scholars pushing the
boundaries of social science and humanities research (Clifford and Marcus
1986, Geertz 1988, Roth 2005).
In the rest of this introductory article, I reflect on understandings which
were not clear to us at the beginning of our research endeavour and evolved
over time through many reflexive turns as well as political considerations about
the type of work we do and why. I take the position that a relational ontology
and epistemology assumes a view of human beings as embedded in a complex
web of intimate and larger sociocultural relations that cannot be reduced to
mechanistic coding procedures or the technical apparatus of software packages. A reflexive methodology assumes a presupposition of subjectivity as an
essential, unavoidable core attribute of human inquiry and emphasizes the
constructive, dialectical and historical nature of social science research. Thus,
all the texts in this special themed issue provoke new thinking about how in a
postmodern world, we as subjects, objects, authors and narrators need to
confront issues of identity and representation, explore more expansive ways and
create new forms in which we construct our research texts. We are not third
person, nameless, ahistorical, one-dimensional subjects or acultural beings,
researching from a position of nowhere.
Each author deals with issues and challenges in sociolinguistic studies from a
different location and perspective. Several adopt a narrative approach. Attarian
explores language and identity issues through an intergenerational oral history
project within a small group of trilingual Montreal Armenian children in
informal Saturday literacy group sessions. These sessions provided alternative
spaces for the promotion of Armenian literacy. Her analysis of the videotaped
account of the session reveals fascinating evidence of the childrens engagement
with the oral history project, their collective meaning making through dialogue,
and interweaving of their narratives. Their encounter with oral history involved
coming to terms with memory and an intergenerational legacy that juxtaposes
stories from the past with stories in the present.
Beer and team members construct genres of differences within narratives
of and conversations about a routine familiar teaching practice: the dictation
exercise or dicte, a ubiquitous practice that occurs in a variety of language
learning settings internationally and all members experienced in some form.
They explore dictation in six language contexts (Chinese, Japanese, Korean,
Armenian, French and English). Organized into four themes power issues
in the classroom; conservative vs. innovative pedagogies; linguistic features;
implications this piece raises intriguing questions about the relationships
between literacy and student empowerment in different contexts. How do
power imbalances interact with pedagogical beliefs, linguistic features, community contexts and students voices? Several members expressed strong, diverse
reactions to the use of dictation, both in their own personal experience and in
the classrooms they were observing. These differences emerged in audiotaped
team meetings, thus providing a methodological audit trail of our conversations, plans and actions. Discussions continually provoked further dialogue
and questions about language teachers discursive practices: What motivates
teachers to use dictation in language classrooms? What do language and literacy
learners experience when doing a dictation?
From a socio-constructive perspective, Curdt-Christiansen undertakes an
examination of the ways in which the tools of communication and self-expression contribute to the learning and social lives of trilingual Chinese children in
a Chinese Heritage Language School in Montreal. Working within a Vygotskian
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3 Reflecting on methods
Many research methods textbooks purport to introduce readers, especially
novice researchers, to the how to of research. However, as Roth argues many
fail to do justice to the complexity of doing research (Roth 2006:4), especially
the reflexive nature of qualitative and ethnographic research. Reflexivity can
be characterized as self-awareness and thinking more deeply about what we
do (Ashmore 1989:32). It can also refer to re-reference, that is, the possibility
for all statements to refer to themselves. The social sciences are implicitly selfreferential as they concern the study of humans (Giddens 1976). Important
aspects of interpretive inquiry then are the perspectives that researchers bring
to research sites and contexts and their choice of tools of inquiry such as
interviews, observations and document analysis.
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Audio transcription
Reiko: This is a school at, uh, on xxx road at
xxx school. I wanted to share with you what
Ive done in the past few years. I started the
research at the Japanese Hoshuko, April 2000.
Then I carried on for two years and a half, I
think, and then teaching at the Japanese
language centre I started at the Japanese
language centre in 2001 and I taught three
different classes. I will show you the
videotape of the last class I had. I didnt
prepare any handout or anything you can
ask me any questions. Feel free to stop me.
This is the school on xxxx xxx High School
and we went to the Adult Education Centre
(noise from video). We go on Saturday for
two hours. We dont have to (= we arent
allowed to) post anything Japanese so its very
much just a classroom theres not a big
sense of belonging to the school. Thats a big
difference from Japanese school. Montreal
Japanese language centre. (noise of children
on tape). This is where parents stay they are
all while the children are having
classrooms, the parents stay This is my
class. She (person teaching in the video) is a
new teacher who is taking over my class. She
(the other adult person in the video) is an
assistant; shes there just for the day.
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Video summary
Audio transcription
Then in the corridor again and briefly to room Hourig: What do you do?
226. Older children are studying in Japanese
Ann: You do what?
here.
Back to the K class. They are going to do an Xiao Lan: Is the skill organized? Structured?
activity making a kind of triangle out of
newspaper that makes a noise when the teacher Reiko: Yeah.
(who demonstrates brilliantly) pulls the paper
triangle down quickly. (It is a bit like origami Hourig: What do you do?
but with newspaper!).
Reiko: Its called rajio taisou. Its a radio
The teacher is very attentive and physically exercise.
affectionate with the children, putting her hand
on their head or shoulder, having them hold her Xiao Lan: They have that too. (Reference to
hand, etc. They are extremely motivated and the Chinese heritage language school).
focused and seem very happy. She sings again.
The children laugh and imitate her paper Reiko: And when I was (inaudible), everyone
in Japan, we were supposed to do it 6 am.
folding with varying degrees of success.
The teacher constantly puts movements and Xiao Lan: When? Ten?
words together.
Reiko: 6 am... 6 am, um
Then the scene shifts to corridor exercises
(stretching to music) that the children have Xiao Lan: At home here?
come out to do. There is very little room
Hourig: So you get up and you have to do it?
Then back to 222 and reading aloud session, the
teacher showing them a picture book and Reiko: Either at home, and during the summer
encouraging them to say what is in the picture. break, youre supposed to go to the park
The children talk about the pictures. They are nearby and then every children get together
and then they do the exercise. And this is the
happy and relaxed.
boy who is in, uh, in four year old. Hes the
Then the children eat their snack fruit one who drew this, uh, Anpanman boy with
(orange/grapes), fruit juices, and some cookies. curly hair.
Everyone: Oh!
Reiko: And hes a bright bright kid. His
mother is quarter Japanese. His mothers
father was Japanese and the mother was
Quebecois, I believe, but they were separated
when she was young. But she kept this
identity, that yes, Im Japanese. She herself is
taking Japanese and shes quite motivated.
Although shes not always doing the work.
But shes very motivated. And she wants her
son to have this Japanese identity and
Japanese manners and you know, language
and everything. And he always brings
Japanese cookies, Japanese, uh, okashi, what
do you say? Coo
Sahira: Snacks.
Reiko: Snacks, yeah. We have recess at 11
oclock, after the exercise, we wash hands and
then we eat for fifteen minutes. And then he
always brings Japanese stuff, because his
mother wants him to, he brings Japanese stuff.
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Daron: Ok.
Hourig: So it says that grandfather Hagop was 175 cm.
Arin: Ooooohhhh.
Hourig: His eyes were blue, his nose an average size (the kids can hardly
contain their laughter). His [grandfather Hagops] birth date.
Arin: (in English) Date of birth?
Hourig: Yes, are you ready to hear his date of birth?
Arin: Yes.
Hourig: 1867.
Arin: (repeats the same in English) Eighteen sixty seven?
Hourig: Yes.
Daron: Oh-oh.
Hourig: His fathers name.
Daron: If he lived now he would have been one hundred and forty no, one
hundred and forty seven years old.
Anahid: (astonished) Haaaaaa.
Hourig: His fathers name was Hovhannes Der Arsenian.
Anahid: (whispering) A hundred and forty seven years old, wow!
Hourig: Yes, his fathers birth place is again the same, Izmit, Turkey
and his date of birth was 1847.
Anahid: (whispering again) Phew wow.
Arin: A hundred (shes busy counting).
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In reflecting back, we can see more clearly how this transcript clip reflects the
ways in which a written transcript as a text that stands alone is inadequate as a
representation of the original activity and its context even though paralinguistic
features such as gestures and actions are included in the layout of the transcript.
While the transcribed text can slow down the conversational exchanges, it
does not provide insight into the complexities of Linglings developmental
trajectory nor the authorial act of finding her voice in a Saturday Chinese
Heritage Language School, which is described elsewhere (Curdt-Christiansen
and Maguire 2007). The transcribed text needs to be examined in conjunction
with both the video images and the utterances between this teacher, Ms. Guan
and the children in this classroom. Eavesdropping on their talk provoked us to
refine our questions, our methods and strategies for inquiry into multilingual
childrens identity construction and teachers discursive practices in heritage
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Acknowledgements
I gratefully acknowledge the time and effort of the following colleagues in reviewing manuscripts for this special themed issue.
Barbara Graves
Associate Professor
Faculty of Education
University of Ottawa
Ottawa, Canada
Nellie Hogikyan
Ph.D. Candidate & Lecturer
Department of Comparative Literature
Universit de Montral
Montreal, Quebec, Canada
Beatrice Liorguino
Associate Professor
Department of Psychology
University of Bari, Italy
Denise Lussier
Professor
Faculty of Education
McGill University
Montreal, Quebec, Canada
Julie Ann Kniskern
Associate Professor
Faculty of Education
Brandon University
Manitoba, Canada
Ralph. G. Setian
English Academic Advisor Consultant
International School
Wuhan University of Science &
Technology
China
Joan Russell
Assistant Professor
Faculty of Education
McGill University
Canada
Linda Wason Ellam
Professor
Faculty of Education
University of Saskatchewan
Canada
Vicki Zack
Adjunct Professor
Faculty of Education
McGill University
Montreal, Quebec
We gratefully acknowledge the financial support of the Social Sciences & Humanities Research Council of Canada and the National Council of Teachers of
English for a grant-in-aid from the Research Trust Foundation.
I appreciate the time and expertise of Hourig Attarian who formatted the articles,
checked for missing information and always offered encouragement throughout
the process in putting this issue together.
I am especially grateful to and thank Xon Paulo Rodrguez-Yez of the Universidade de Vigo for his invitation to guest edit this special themed issue and his
continued support throughout the process.
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Notes
1 The Multilingual Research Team: Ann J. Beer, Mary H. Maguire, Hourig
Attarian, Diane Baygin, Xiao Lan Curdt-Christiansen, Theresa Dejmek,
Sahira Ikbal, Heekyeong Lee, Shiva Sadeghi, Reiko Yoshida, Armine
Yaghejian.
2 This project explores how sociocultural, historical perspectives and political ideologies are embedded in the textual resources in heritage language
contexts by using digital data, from textbooks, observations and interviews
with children, teachers and administrators.
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