Ethics in applied linguistics research

Costa, Peter I. De; Lee, Jongbong; Rawal, Hima; Li, Wendy

doi:10.4324/9780367824471-11

Cited by 22 publications

(19 citation statements)

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“…There have been a number of important contributions to the consideration of ethics in language teacher practices (Hafernik, Messerschmitt, & Vandrick, 2014;Johnston, 2003;Kumaravadivelu, 2012;Messerschmitt, Hafernik, & Vandrick, 1997;Wong & Canagarajah, 2009) as well as to the need for scholars of language learning to engage in ethical practice in their own research (De Costa, 2016;Ortega, 2005). Foucault's notion of ethical self-formation takes us in a somewhat different direction.…”

Section: Language Teacher Identity Work As Ethical Self-formationmentioning

confidence: 99%

Exploring Language Teacher Identity Work as Ethical Self‐Formation

Miller

Morgan

Medina

2017

The Modern Language Journal

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In this article, we treat language teacher identity as foundational to educational practice and see Foucault's (, ) notion of ethical self‐formation, and its adoption in teacher education research by Clarke (, , ), as providing a potential vehicle for understanding the development of teacher agency and critical identity work. We use the 4 axes of Foucault's () approach to ethical self‐formation, as captured in Clarke's () “Diagram for Doing Identity Work,” in exploring a case study of an elementary reading and language arts teacher who worked in a multilingual inclusion classroom with exceptional (i.e., learning disabled) and mainstreamed students. We consider the relevance of how this teacher's identity developed over the course of 7 interviews, spanning 9 years, for teacher identity work in language teacher education (LTE). In doing so, we foreground the critical as well as the dangerous potential of all teachers’ identity work and argue for the importance of nurturing teachers’ reflective, action‐oriented identity practices as well as fostering a self‐awareness of language teachers as ethical subjects “acting on others” (Foucault, , p. 262) even as they struggle within power relations that press upon educational practices and discourses.

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Section: Language Teacher Identity Work As Ethical Self-formationmentioning

confidence: 99%

Exploring Language Teacher Identity Work as Ethical Self‐Formation

Miller

Morgan

Medina

2017

The Modern Language Journal

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“…The sheer volume of academic research published almost daily dwarfs the modest contribution this research has made to date, raising the question of whether research into language teaching should now be considered overrated. Not surprisingly, some have gone as far as to describe academic researchers as “mere extras in the language-teaching operation” (Medgyes, 2017, p. 494) and their role as “parasitical” (p. 496), and thus mostly failing to meet the ethical obligations that researchers ought to uphold when working in collaboration with their teacher partners (De Costa, 2015; De Costa et al, 2020). Some progressive language teaching approaches, like Dogme (Meddings & Thornbury, 2009), hardly make an attempt to forge connections with language learning research.…”

Section: Has Research Informed Teaching Practice?mentioning

confidence: 99%

The Identity Crisis in Language Motivation Research

Al‐Hoorie

Hiver

Kim

et al. 2020

Journal of Language and Social Psychology

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The 40th anniversary of the Journal of Language and Social Psychology occurs around the corner of another anniversary, the language motivation field reaching 60 years. At this occasion, we pause to reflect on the contribution of language motivation research to language teaching practice. We argue that this contribution has been negligible and put forward two main reasons. The first is related to an identity crisis in the language motivation field, falling at the intersection of applied linguistics, education, and psychology; the second is the marginalization of the role of context. To address these issues, we first present insights from two perspectives—sociocultural theory and complex dynamic systems theory—and then propose three solutions to incorporate these insights: (1) moving from the abstract notion of “motivation” to the more tangible construct of “engagement”, (2) encouraging rigorous transdisciplinary research, and (3) taking advantage of the potential of artificial intelligence to translate research findings into practice.

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“…They also called for flexibility on the part of researchers who would need to make necessary changes in accordance with evolving demands placed upon them 4 . In response to this call, researchers could compare and contrast how applied linguists who work within different research strands within the broader field of applied linguistics (see De Costa et al, 2020) exercise flexibility in order to uphold sound ethical research practices.…”

Section: Research Agendas and Research Tasksmentioning

confidence: 99%

“…By the mid 2000s, research methods books in applied linguistics started to address ethics more explicitly, due in part to the increase in IRB involvement in the research process (Duff, 2008) and growing interest in researcher identity (Ramanathan, 2005) and reflexivity (Kramsch & Whiteside, 2007). This deepening interest in carrying out ethical research was exemplified in the coverage of ethics in Mackey and Gass (2016), McKay (2006), Dörnyei (2007), and Phakiti (2014) and has become more prominently addressed in handbook chapters (e.g., Sterling & De Costa, 2018; De Costa, Lee, Rawal, & Li, 2020), journal articles (e.g., De Costa, 2014; Tao, Shao, & Gao, 2017), edited volumes (e.g., Gass & Mackey, 2012; Paltridge & Phakiti, 2015), and special issues of several journals such as The Modern Language Journal (Ortega, 2005), TESL Canada Journal (Kouritzin, 2011), Diaspora, Indigenous and Migrant Education (Ngo, Bigelow, & Lee, 2014), and Applied Linguistics Review (Spiliotti & Tagg, 2017). Also noteworthy is the distinction made by Kubaniyova (2008) between macroethics (procedural ethics of review boards and professional codes of conduct) and microethics (everyday ethical dilemmas encountered in specific research contexts), with several publications (e.g., De Costa, 2016; Warriner & Bigelow, 2019) asserting the need to foster greater sensitivity among applied linguists as they work with various populations.…”

Section: Introductionmentioning

confidence: 99%

Research tasks on ethics in applied linguistics

et al. 2020

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The growing concern for ethics in applied linguistics may be attributed to attempts to stem the rising incidence of ethical lapses in order to ensure that the core ethical principles of (1) respect for persons, (2) yielding optimal benefits while minimizing harm, and (3) justice are preserved. Following a brief historical review of this topic, and building on the growing commitment to carry out ethical applied linguistic research, we map out seven research tasks that will enhance our understanding of how to extend this expanding research agenda. By inviting applied linguists to evaluate their methodological practices and those of their peers, we also argue for the need to develop the ethical dispositions of emerging applied linguists, with a view to create a more robust field.

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Ethics in applied linguistics research

Cited by 22 publications

References 0 publications

Exploring Language Teacher Identity Work as Ethical Self‐Formation

Exploring Language Teacher Identity Work as Ethical Self‐Formation

The Identity Crisis in Language Motivation Research

Research tasks on ethics in applied linguistics

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