Session Information
31 SES 07, Different Research Approaches towards Multilingualism
Paper Session
Contribution
The perspective taken in this research is that of ‘child as co-researcher’ which suggests that the bringing children into the research as both designers and deliverers of research projects is arguably a necessary and logical consequence of adopting a children’s rights-based approach to research (Alderson, 2008). By looking at this research from the point of view of children’s linguistics rights the research will consider this in the light of children’s rights. The following research questions are the focus on this study: • How does a sample of primary school children respond to a methodological stance which includes their perspective in formulation of the research questions? • How have global childhoods given these learners insight into the rights of learners in school contexts? • How does a sample of primary school children understand bilingualism and multilingualism in a monolingual school system?
This research seeks to explore language use of a small sample of primary aged children who may speak English and another language/s. The research will incorporate elements of the ‘children as co-researcher model’ and involve a series of four focus group discussions in two schools in Sydney, Australia. This methodology has a focus in investigating learners’ construction of and understanding of the role of schooling in their multilingual lives and investigates how these children understand the use of different languages and how they report their own linguistic practices. The study was conducted in two highly multicultural schools in Sydney Australia. The researcher was consistently aware throughout the research of the complexity of the relationship in research with children between their participation on the one hand and their protection from risk. It is important that the researcher gave due consideration to this balance between participation and risk throughout the research and that I was reflective to ensure that the impact is beneficial and not causing any child unnecessary stress and anxiety. (Coady 2001)
Method
Expected Outcomes
References
Brooker, L. (2001) Interviewing children. In McNaughton, Rolfe, Siraj-Blatchford (eds.) Doing early childhood research: International perspectives on theory and practice, Buckingham, Open University Press. Coady, M (2001) Ethics in doing childhood research. In McNaughton, Rolfe, Siraj-Blatchford (eds.) Doing early childhood research: International perspectives on theory and practice, Buckingham, Open University Press. Crul and Vermeluen (2003) The second generation in Europe in International Migration Review, 37 (4) pp965-986. Gans, H (1992) The second generation in decline. Ethnic and Racial Studies 15 pp 173-192 Gonzalez, N., Moll, L. and Amanti, C (eds.) (2005) Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. New York: Lawrence Erlbaum Harste, J., Burke, C., and Woodward, V. (1984) Language stories and literacy lessons. New York: Heinneman Portes, A (1996) The new second generation. New York: Sage Robert-Holmes, G. (2005) Doing your early years research project. London: Paul Chapman
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