Ethical and Methodological Issues in Researching Young Language Learners in School Contexts - (Early Language Learning in School Contexts)
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<p/><br></br><p><b> About the Book </b></p></br></br>This book focuses on ethical and methodological issues encountered by researchers working with young language learners in school contexts. The chapters are written by researchers working with children in different classroom contexts around the world and highlight how ethical d...<p/><br></br><p><b> Book Synopsis </b></p></br></br>This book focuses on ethical and methodological issues faced by researchers working with young language learners in formal school contexts. It uncovers and explicitly discusses a range of ethical dilemmas, challenges and experiences that researchers have encountered and grappled with, in studies of all kinds from large scale, experimental studies to ethnographic studies focused on just a handful of children. The chapters are written by researchers working with children in different classroom contexts around the world and highlight how ethical dilemmas and tensions take on a complex form in child-focused research, requiring researchers to pay particular attention to the social and cultural norms of the different communities within which children are educated as well as their school-based experiences. The book comprises three sections, with the first part focused on involving children as active participants in research; part two on ethical challenges in multilingual contexts and part three on links between teacher education and researching children. The book includes a critical discussion of the opportunities and challenges associated with applying the UNCRC (1989) document in second language research with children which will be of use to any researcher working in this area.<p/><br></br><p><b> Review Quotes </b></p></br></br><br>The book is an excellent resource for anyone contemplating research focused on young linguistically diverse learners, and those in multilingual classrooms. Not only are readers given critical insights into issues of social justice, marginalisation and ethics to guide the research process but children's rights are also highlighted for a better understanding of possible areas for concern.-- "Funke Omidire, University of Pretoria, South Africa"<br><br>This book is a true gift and indispensable reading. How do young children become co-investigators of their own language education? What are the legal, cultural, and ethical ramifications of such a change, across different countries and continents? Readers are in for a fascinating journey that will make them rethink the very notions of 'childhood' and of 'research'.-- "Lourdes Ortega, Georgetown University, USA"<br><br>With contributions from nine countries, this book provides a comprehensive introduction to the ethical and methodological challenges faced by researchers when they work with young language learners. Each chapter bristles with insights that are as relevant to teaching and learning as they are to research. Essential reading for language teachers, teacher educators and student teachers.-- "David Little, Trinity College Dublin, Ireland"<br><p/><br></br><p><b> About the Author </b></p></br></br><p>Annamaria Pinter is Reader at the Department of Applied Linguistics, the University of Warwick, UK. She is the author of <em>Teaching Young Language Learners</em> (Oxford University Press, 2nd edition, 2017) and <em>Children Learning Second Languages </em>(Palgrave Macmillan, 2011).</p> <p>Kuchah Kuchah is Lecturer in Language Education at the University of Leeds, UK. He has served as a consultant on language policy and practice with the British Council, the Council of Europe and Windle Trust International and is currently President of the International Association of Teachers of English as a Foreign Language (IATEFL).</p>
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