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In:Innovative Qualitative Methodologies in Multilingual Literacy Development Research: Amplifying voices from immigrant, transnational, and refugee communities
Edited by Amanda K. Kibler and Fares J. Karam
[Research Methods in Applied Linguistics 11] 2025
► pp. 24–44

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Chapter 2
Rethinking qualitative meta-syntheses in literacy studies

Critical questions

 | College of Education, Portland State University
Published online: 7 April 2025
DOI logo with link
https://doi.org/10.1075/rmal.11.02bro
Abstract
This chapter presents a critical examination of qualitative meta-synthesis in literacy research, emphasizing its role in amplifying student voices and uncovering overlooked aspects of educational practices. Drawing from a previously published meta-synthesis on adolescent experiences in reading intervention courses (RICs), the chapter reveals challenges in applying findings to linguistically diverse students due to inconsistencies in data representations of multilingualism. The chapter underscores the potential of attentive data analysis and proposes two critical question sets to vet studies to ensure nuanced representations of linguistic diversity. By advocating for thorough analyses in original research and refining meta-synthesis methodology, the chapter underscores the significance of addressing multilingual students’ experiences in literacy education.
Article outline
  • Introduction
  • Overview of the study and its findings
    • Setting the stage for meta-synthesis research
    • Round 1: EL-identified high school students
    • Round 2: Language background analysis
  • Methodological discussion: Rethinking data for more equitable research
    • Absence of bureaucratic label
    • Absence of descriptions of language background
  • Implications for qualitative research on multilingual literacy development
    • Critical question sets
    • Attending to the method section
  • References
References (55)
References
Note. References with an asterisk are those that have been included in this chapter’s analysis.
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