A Review and Critical Analysis of Qualitative Methodologies and Data-Collection Techniques Used for Code-Switching Research

Jones, Daniel A.

doi:10.29333/ajqr/12988

Cited by 3 publications

(2 citation statements)

References 78 publications

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“…As we did, we also translated portions of interviews where participants spoke Twi (one of the indigenous Ghanaian languages). In analyzing our data, we utilized a seven-step process which included: Familiarization, identifying significant statements (coding), formulating meaning, clustering themes, developing exhaustive description, producing fundamental structure, and seeking verification of the fundamental structure (see Colaizzi, 1978;Gläser & Laudel, 2013;Jones, 2023). Through these somewhat iterative processes, we derived findings that are discussed subsequently.…”

Section: Discussionmentioning

confidence: 99%

Implementing Curriculum Change in Ghana: Exploring Teachers’ Experiences with Enacting 21st-Century Pedagogies

Addai-Mununkum,

Setordzi

2023

AM J QUALITATIVE RES

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Research has long established that teachers’ characteristics such as attitude, knowledge, and pedagogical skills are superior expediters of curriculum implementation. Following Ghana’s recent introduction of a standards-based curriculum in K6 schools, we ponder how Ghanaian teachers are implementing change through their utilization of 21st-century pedagogies. We implemented a qualitative descriptive phenomenology research that explored teachers’ experiences with emerging pedagogies.  Twenty-one participants from four schools were observed and interviewed to reflect on their experiences and to facilitate a comprehensive description of the phenomenon. Having analyzed the data thematically, we observed that teachers adopt teasers, cooperative, experiential, and inquiry-based approaches in implementing the new curriculum. Regardless, the curriculum implementation is challenged by inadequate resources and teachers’ personality and competency factors. We discuss these findings in line with Fullan’s (2012) characteristics of change and conclude by categorizing our respondents along the line of an adapted Roger’s (1995) diffusion model; innovators, early majority, and laggards. For this, we confirm that the difference among the three groups of teachers lies in their personal motivation to embrace change. We therefore recommend for innovative teachers be motivated, early majority teacher to be offered training and laggards to be effectively supervised for the attainment of the goals of the new curriculum.

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Section: Discussionmentioning

confidence: 99%

Implementing Curriculum Change in Ghana: Exploring Teachers’ Experiences with Enacting 21st-Century Pedagogies

Addai-Mununkum,

Setordzi

2023

AM J QUALITATIVE RES

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“…As CS research has grown more common in the field of linguistics, there have been attempts to investigate the methods being employed. Recently, for example, Jones ( 2023 ) outlines and discusses qualitative approaches to CS research. However, the current paper sits at the other end of the methodological spectrum, looking at quantitative data.…”

Section: Introductionmentioning

confidence: 99%

The effect of lexical triggers on Spanish-English code-switched judgment tasks

Koronkiewicz,

Delgado

2024

Front. Psychol.

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IntroductionIt has been argued that certain words can “trigger” intrasentential code-switching. While some researchers suggest that cognates establish triggering at the lexical level, others have argued that words that lack direct translations are more natural stories switch. Yet to be tested experimentally is to what extent different types of lexical items influence the acceptability of mixed utterances.MethodsThe current study investigates this methodological consideration for code-switching research by having early US Spanish-English bilinguals (i.e., heritage speakers of Spanish) complete an acceptability judgment task with a 7-point Likert scale directly comparing cognates (e.g., sopa “soup”) and culturally specific items (e.g., pozole “traditional Mexican soup”) in otherwise identical grammatical switched sentences (N = 24).ResultsThe results showed that there was no significant effect of condition (p = 0.623) suggesting that cognates and language-specific items are equally acceptable in code-switched sentences. Indeed all conditions were rated on average above 6.DiscussionThese findings show that in this context, judgment tasks are not affected differently by these types of lexical items.

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Investigating the Experiences of Cultural Code-Switching Among Black Middle-Class Professionals in South Africa

Lappeman,

Mathebula,

Brien

et al. 2024

Journal of Cross-Cultural Psychology

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This research investigates the experiences of cultural code-switching among Black middle-class professionals in post-apartheid South Africa. By virtue of the unjust and inhumane laws imposed during South Africa’s discriminatory apartheid regime, salient dominant and minority cultures have prevailed in the post-apartheid era. The discrimination against and hegemony over previously oppressed cultures have engendered layers of trauma and unhealed scars in contemporary South African society. Using in-depth interviews with a sample of professionals, the research shows how the dominant Western culture has shaped the perceived hierarchy of professionalism in the South African workplace and an unconscious demand has been placed on Black individuals to adapt their cultural beliefs, values, and norms. This study is the first to clearly identify a taxonomy of specific codes like lifestyle and appearance, and critically examine the psychological states and experienced emotions that influence code-switching among Black middle-class professionals. The qualitative findings were used to create a framework that includes the relationship between formative influences, internal and external pressures, and coping strategies. The study supports a core argument that South African Black middle-class professionals have presented as a quintessential example demonstrating the concept of cultural code-switching, although there was also strong evidence of change as the country has evolved, which has allowed for greater cultural authenticity.

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A Review and Critical Analysis of Qualitative Methodologies and Data-Collection Techniques Used for Code-Switching Research

Cited by 3 publications

References 78 publications

Implementing Curriculum Change in Ghana: Exploring Teachers’ Experiences with Enacting 21<sup>st</sup>-Century Pedagogies

Implementing Curriculum Change in Ghana: Exploring Teachers’ Experiences with Enacting 21<sup>st</sup>-Century Pedagogies

The effect of lexical triggers on Spanish-English code-switched judgment tasks

Investigating the Experiences of Cultural Code-Switching Among Black Middle-Class Professionals in South Africa

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