Hi Sheila,
Thanks for your reply and I agree that the question of translation in ESOL research is a knotty one, and that some people might want to discuss further as you say. This reply just addresses some of the methodological issues you mentioned , and not the equally interesting practical issues of how to get it done(in the current funding environment)
I think that the ethical and methodological justifications for using, or not using, tools that involves translation will vary according to the aims of each piece of research and the resources available. In this case, I have decided to utilise a translated survey for a number of reasons, some of which I will describe.
The first thing I should say is that the survey is part of a mixed methods approach, not an end in itself. As such , it is within an approach to educational enquiry which is , as Hartas put it, "constructed via research that is communal and polyphonic with a capacity for social transformation" (Hartas (ed) 2010 Educational Research and Enquiry, Continuum). So while I was thinking (long and hard) about the pitfalls of interpretation, power, inexperience etc that you mentioned, I was also thinking about polyphony. And I dont want to extend the musical metaphor too much, but true polyphony arises from independent voices, sometimes dischordant (depending on who is listening of course) and with different timbre and quality. Hopefully the survey - with all issues associated with surveys and translation - may give voice to some who want to join in the polyphony. But its not the only way.
I was also thinking about issues related to social transformation, specifically that ESOL appears to be fragmenting (James described this very eloquently) with policy driving an approach which has in many circumstances, led to increasing isolation of teachers and learners in different types of provision spread across any particular geographical area. This certainly seems to be the case in my city, so I wanted to develop a research approach which facilitates dialogue between ESOL teachers and learners within the city and between these diverse provision, as well as within discrete classes. The survey is part of this, in the sense that it is, in addition to being a research tool, also a shared artifact around which subsequent discussion might arise. The intention is to participate in, and facilitate, further spaces where discussion about that, and other shared artifacts may arise. So the research hopes to contribute to re-establishing dialogue in the city along with other initiatives that some people are taking.
I think that the (almost) duality in respect of research tools, which I have inadequately tried to describe above, is the true epistemological strength of mixed methods. Its not simply viewing research tools as 'lab equipment' in a pragmatic attempt to get 'answers', so 'anything goes' as long as I have something to write about. For me, its about considering, examining and interrogating the reasons why a particular research technique is suitable, informed by both qualitative and quantitative evaluation of the reliability and validity of the technique. As a new researcher this has been invaluable.
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