Making Ethical Decisions in an Ethnographic Study

Costa, Peter I. De

doi:10.1002/tesq.163

Cited by 44 publications

(23 citation statements)

References 25 publications

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“…I carried out all of the fieldwork, which included observations of work in nine English lessons. In common with other classroom ethnographic studies (De Costa, ) and studies examining identity construction in digital environments (Thorne et al., ), the analyses drew on multiple layers of data: (1) fieldnotes from observations of the working practices of four groups, (2) posts on online blogging platforms created by these groups, and (3) a single 45‐minute focus group interview with students from the four groups . Fieldnotes were made in English.…”

Section: Methodsmentioning

confidence: 99%

“…In ethnographic research interpretive categories and conceptual insights emerge during the collection and analysis of data (De Costa, ). In a grounded theory ethnography, successive levels of analysis take place where, as result of interpretations that are increasingly informed by theory, initial descriptive codes become conceptually more sophisticated (Charmaz, ).…”

Section: Methodsmentioning

confidence: 99%

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Online Media Creation and L2 Motivation: A Socially Situated Perspective

Henry

2018

TESOL Quarterly

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Digital technologies are increasingly common in language learning. Online media creation provides scope for agency and spaces for identity construction, but empirically grounded conceptualizations of the influences on learners' motivation are lacking and the digital technology-second language motivation interface remains largely unexplored. Using a grounded theory ethnographic approach (Charmaz, 2006), and with the aim of developing a theoretical account of the emergence of motivation in online media creation, this study investigated a blog project in an English language classroom in Sweden. Engaging with multiple data sources, and using Ito and colleagues' (2010) theory of participation in media practices as an analytical framework, motivation is conceptualized as stemming from the desire to create a visually appealing and authentic artefact, from a perception of audience, and through the documentation of identities. Variations in motivational intensity between student groups could be traced to varying investments in digital media practices. Primarily, differences were between validation-seeking that was locally oriented and validation-seeking conditioned through actions within a genre of practice. These conceptualizations are of importance for English language teaching. In language-developing activities that involve online media creation, motivation can be enhanced when space for genre exploration is provided.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Online Media Creation and L2 Motivation: A Socially Situated Perspective

Henry

2018

TESOL Quarterly

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“…The first frame denotes the ethical considerations that researchers must take into account in order to respect the dignity, interests, and privacy of their research participants. Such considerations are referred to by De Costa (, ) as macroethics and are typically set out in professional guidelines and institutional codes that govern the activities of researchers and protect research subjects from harm and exploitation. These include, for example, the requirement for the researcher to gain informed consent from participants and to safeguard participant confidentiality.…”

Section: Ethical Framework For Teacher Identity Researchmentioning

confidence: 99%

Researching Privilege in Language Teacher Identity

Appleby

2016

TESOL Quarterly

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“…The collection of data from multiple sources and the triangulation of these data is therefore central to ethnographic research and promotes validity or trustworthiness. In his year‐long ethnographic study of migrant learners of English in a Singaporean school, De Costa () gathered data from field notes, observations, interviews, audiorecorded and videorecorded classroom interactions, and artifacts. From these multiple sources he was able to craft the thick description recommended by Geertz () that includes detailed descriptions of contexts in an attempt to re‐create as closely as possible the research setting so that, instead of mere description, the researcher moves to interpretation and the reader is provided with a greater depth of understanding.…”

Section: Ethnographic Researchmentioning

confidence: 99%

“…De Costa () illustrated the ethical problems encountered during a year‐long ethnographic study involving adolescent immigrant students in an English‐medium secondary school in Singapore.…”

Section: Ethicsmentioning

confidence: 99%

TESOL Quarterly Research Guidelines

et al. 2016

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This article provides research guidelines for authors intending to submit their manuscripts to TESOL Quarterly. These guidelines include information about the TESOL Quarterly review process, advice on converting a dissertation into a research article, broad introductions to a number of research methods, and a section on research ethics. The research methods discussed here are experimental research, survey research, ethnographic research, discourse analysis, and practitioner research. These are, of course, not the only methods that authors draw on for their submissions to TESOL Quarterly but ones we thought it would be helpful to provide advice on. Each of the sections on research methods includes a broad introduction to the method (or approach), a guide for preparing a manuscript using the particular method or approach, and an analysis of an article published in TESOL Quarterly using that method or approach.

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Making Ethical Decisions in an Ethnographic Study

Cited by 44 publications

References 25 publications

Online Media Creation and L2 Motivation: A Socially Situated Perspective

Online Media Creation and L2 Motivation: A Socially Situated Perspective

Researching Privilege in Language Teacher Identity

TESOL Quarterly Research Guidelines

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