Learning and Not Learning to Become Qualitative Researchers

Mangelsdorf, Kate; Muñoz, Jair

doi:10.4324/9781315110561-9

Cited by 2 publications

(4 citation statements)

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“…Both mothers stated that they appreciated that their children could attend school in Lakeview, and they always told these stories related to their past experiences to help their children understand the importance of their educational opportunities. In another conversation for member checking (Glesne, 2011), I asked the participants whether they told these stories related to schooling to their children. Ni Ni said,I always told them [her children] not everyone can get education in Burma.…”

Section: Resultsmentioning

confidence: 99%

“…When we had informal conversations for member checking (Glesne, 2011), Gawa and Ni Ni’s narratives indicated that they talked with their family members who still lived in Thailand by using a social media app every day. Her storybook was associated with her family literacy practice of virtually communicating with her grandma and aunts.…”

Section: Resultsmentioning

confidence: 99%

“…To ensure trustworthiness, I used member checking, which Glesne (2011) defines as “sharing interview transcripts, analytical thoughts, and/or drafts of the final report with research participants and obtaining their feedback and interpretations” (p. 53). Specifically, during the interview at the beginning of each visit, I briefly verbally shared my analytic notes based on the previous data collection with the participants to ensure that my interpretations and the participants’ meanings were aligned.…”

Section: Methodsmentioning

confidence: 99%

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Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds

Cun

2023

Written Communication

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This article describes a qualitative study of how two ethnic Burmese families in the United States authored storybooks that included their children’s drawings and writings representing their families’ stories. The theoretical perspectives of storytelling and the social semiotics multimodal approach were utilized in this inquiry. The data included interviews, video recordings of the storybook-writing process, artifacts, and informal conversations. The data were collected when both families participated in the study together. The findings show that the children took the lead in authoring and composing their storybooks and carefully chose the topics for their drawings and writings and that the process was mediated through their mothers’ oral storytelling and conversations with siblings and friends. The findings suggest that schools and teachers need to incorporate multimodal storytelling into class activities and use storytelling to support children’s agency.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds

Cun

2023

Written Communication

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“…Additionally, when the authors had conversations after class, Author 1 also shared her thoughts and suggestions. These conversations also allowed Author 1 to do member checks to ensure trustworthiness (Glesne, 2011).…”

Section: Methodsmentioning

confidence: 99%

Creating ZPDs for emergent bilingual children to engage in literacy learning in a virtual Chinese heritage language classroom

Cun,

Cheng

2023

International Journal of Chinese Education

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The purpose of this study is to explore how a language teacher helped her emergent bilingual students with literacy learning in a community-based Chinese heritage language classroom during the Covid-19 pandemic. The theoretical concept of the Zone of Proximal Development was utilized to support the exploration. Data that informed this article included field notes, video recordings of class conversations, and artifacts made by the participants. The findings show that the teacher strategically asked questions, used digital technology, and drew upon visual means to create opportunities for the children to engage in literacy learning and move toward advanced levels of literacy development. The study informs suggestions for heritage language teaching practices and advocates for sustaining emergent bilingual children’s Chinese heritage language in the post-pandemic world.

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Learning and Not Learning to Become Qualitative Researchers

Cited by 2 publications

References 0 publications

Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds

Writing Storybooks as Storytelling: A Case Study of Two Families with Refugee Backgrounds

Creating ZPDs for emergent bilingual children to engage in literacy learning in a virtual Chinese heritage language classroom

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