The language variable in educational research: an exploration of researcher positionality, translation, and interpretation

Abstract

In qualitative educational research, the languages spoken by the participants and the researchers can greatly impact the quality of the data collected. This paper will explore the advantages and disadvantages of being an insider researcher by virtue of speaking the same language(s) as the participants. Whether the researcher is a linguistic insider or outsider, he or she will need to make important decisions with regard to translation and interpretation when conducting cross-language research. Such linguistic decisions can also impact the quality of the data collected and the trustworthiness of the research. The advantages and disadvantages of translation and interpretation in qualitative educational research will be explored. This paper offers researchers and students suggestions for conducting cross-language educational research in an ethical and transparent manner.

Catalyzing Cultural and Global Competencies: Engaging Preservice Teachers in Study Abroad to Expand the Agency of Citizenship

“…In the context of this current study, we acknowledge the ethical complexities of conducting a research study with participants who are also our students. Following the recommendations in the literature (Cormier, 2018; Savvides, Al-Youssef, Colin, & Garrido, 2014; Sultana, 2007), we curbed our power by making it clear that the decision to voluntarily participate in this study would not have an effect on the study abroad grade. In addition, all the data analysis would take place after the course grades were entered.…”

“…In addition, all the data analysis would take place after the course grades were entered. Cormier (2018) explains how researchers should account for how their positionality would affect the participant bias, where participants respond in ways they predict the researcher hopes they respond. Participant bias can be especially problematic when the researchers are also in the position of being the study abroad instructors.…”

Contextual Expertise and the Development of Organization and Management Theory

“…(2015) were faced with this situation when they collected data from different national settings. Lacking the requisite language skills and being aware of their ‘linguistic positionality’ (Cormier, 2018, p. 328), the project leader 'parachuted' in research assistants fluent in French and German. This gave the team a depth of understanding that would have otherwise been lacking.…”

“…Research teams could address this by outlining how diverse expertise is iteratively developed and combined, presenting a genealogy of team interaction as the unfolding of research ‘team work’. For instance, research teams need to be clear on who translated primary data such as interviews as well as when and how (Cormier, 2018). In parallel, we believe that reviewers and editors need to respond to the increasing complexity of research sites with greater scrutiny of the research team's capabilities.…”

Analysing of Students’ Translation Skill through Idiomatic Translation Method

“…There are two terms of transferring information of one language to another language in common communication, namely translation and interpretation (Venuti, 2009;Lambert, 2004;Lee et al, 2016). Shortly, translation means transfers the message in written language while interpretation means transfers the message in oral or spoken language (Cormier, 2018;Tzou et al, 2017). So, through translation or interpretation, make easier for the readers to understand the content of meaning which is given in English text, especially for people who do not master English well.…”