Informing Research (Practices) through Pedagogical Theory: Focus Groups with Adolescents

Autor/inn/en	Bokhorst-Heng, Wendy; Marshall, Kelle Keating
Titel	Informing Research (Practices) through Pedagogical Theory: Focus Groups with Adolescents
Quelle	In: International Journal of Research & Method in Education, 42 (2019) 2, S.148-162 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bokhorst-Heng, Wendy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2018.1449195
Schlagwörter	Focus Groups; Adolescents; Educational Theories; Applied Linguistics; Language Research; Middle School Students; Student Attitudes; Bilingualism; Immersion Programs; Foreign Countries; Socialization; Constructivism (Learning); Access to Education; Multiple Intelligences; Identification (Psychology); French; Qualitative Research; Canada + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Educational theory; Theory of education; Bildungstheorie; Linguistics; Linguistik; Angewandte Linguistik; Sprachforschung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Bilingualismus; Immersionsprogramm; Ausland; Socialisation; Sozialisation; Education; Access; Bildung; Zugang; Bildungszugang; Intelligenz (Psy); Französisch; Qualitative Forschung; Kanada
Abstract	The focus of this article is how pedagogical theory and applied linguistic research informed the development of a multifaceted methodology designed to elicit middle school students' perspectives on bilingualism and their language identities within the context of a one-way French Immersion programme in New Brunswick, Canada. The theoretical context of our research is language socialization theory which emphasizes how learners actively construct new identities for themselves, consciously or unconsciously, as they acquire and use language. This language socialization is embedded in particular socio-political and historical contexts, bringing fluidity to the meanings of bilingualism and to identity. Our discussion is about our methodological journey, how we drew upon the broader principles of constructivist learning, and specifically Universal Design for learning and Multiple Intelligences, within focus group research to access these perspectives and identities. Our methodology involved multiple opportunities to present, express and engage in the construction of knowledge, and to engage students in identifying and expressing meaning related to their identities and perspectives as learners of French. Our research demonstrated that, by drawing on pedagogical theory, focus groups can be transformative for participants, and they provide ways to circumvent challenges in conducting qualitative research with adolescents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01