Proceedings of the - British Association for Applied Linguistics

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The Impact of Applied Linguistics: Proceedings of the 44th Annual Meeting of BAAL University of the West of England and beliefs of others. This is evidenced through online interactions, class discussion and post-course interviews, and may result from the skills of reflection developed in intercultural exchange. References Michael Byram (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters: Clevedon, UK. John Corbett (2003). An Intercultural Approach to English Language Teaching. Multilingual Matters: Clevedon, UK. Council of Europe (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. CUP: Cambridge, UK. Karen Risager (2007). Language and Culture Pedagogy: from a national to a transnational paradigm). Multilingual Matters: Clevedon, UK. 8
3 Introduction Doing research multilingually: Diverse approaches and representational choices J. Andrews, M. Attia, L. Davcheva, R. Fay and X. Zhou Doing research multilingually: Diverse approaches and representational choices J. Andrews, M. Attia, L. Davcheva, R. Fay and X. Zhou Colloquium Participants In this colloquium, we explored multilingual dimensions in research and we reported four approaches to engaging with the linguistic diversity of context, researcher, research participant, and we also considered the representational consequences of the diverse approaches taken. The BAAL annual conference has addressed multilingualism in research processes previously, for example, Martin, Stuart-Smith & Dhesi (1998) discussed the roles of insiders and outsiders in a bilingual research project. Linguistic diversity and the representational choices it raises can sometimes be hidden in research processes as evidenced perhaps by the general lack of consideration of these issues in research methods textbooks. Thus the multilingual researcher may not have access to deliberations such as “Which language should I make my field notes in?”, “Which language should I use to gain access to my research participants?”, “Do I need to provide my own translations of data in order to discuss research outputs with co-researchers, supervisory teams?” Where individual researchers have given attention to linguistic choices they note that linguistic choices raise challenges for researchers and these tend not to be well-aired within research methodology texts. A brief review of some of these studies follows. Inghilleri (2004) studies the power relations at play in legal cases of requests for asylum and applies a Bourdieusian perspective to interactions involving court interpreters. Translation and interpreting issues are explored by Bradby (2002) who reflects on the linguistic necessities of taking a language-aware approach when researching multilingual patients’ experiences of their medical care. Temple & Edwards (2002) engage with an interpreter in their educational research and conclude that conceptualising the interpreter as a co-researcher is a valuable development in acknowledging linguistic diversity within research. Some of these issues 9
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