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. 265–268
Index
Published online: 7 April 2025
https://doi.org/10.1075/rmal.11.index
https://doi.org/10.1075/rmal.11.index
A
- abducing,213–214
- artifacts,6–7, 52, 95–96, 108, 114–115, 140; see also multimodalities
- autoethnographies,234–240, 248–249
B
- Biden Administration,164
C
- Chicana feminist epistemology,135
- co-learners,207–208, 220–226, 228, 258
- colonialism,150–152, 166, 207, 232–236, 239–242, 262–263
- communication
- arts-based, visual,6–7, 67–73, 78–80, 86–87, 96–98
- code-mixing, meshing, switching,2, 126
- culturally responsive,14, 112–113, 119–120, 174, 175, 177–178
- digital,92–93, 98, 173
- DML (D/deaf/hard-of-hearing),188–193, 199–201
- lived experiences,67–68
- men vs. women,106
- monolithic,235, 247
- multimodal,206
- non-verbal,128, 187–194; see also suda
- Communities Advancing Research in Education (CARE) Initiative,254
- community based literacies (CBL),209
- conocimiento,125–126, 133–137, 139
- COVID-19,115–117
- critical discourse analysis (CDA),211–214, 219–220
- critical friends,233, 238, 243–246
- critical language awareness (CLA),234, 236–240
- critical reasoning,206–207
- cultures
- “I am my language,”137
- identity expression,70, 77
- netnographies,54
- specific, responsive research,14, 112–113, 119–120, 174, 175, 177–178
- underrepresented,126
- western culture,9, 235
D
- data
- collection, generation, analysis,7–8, 12, 46, 95–97
- location of,40–41
- mobile, digital,92–94, 261–264
- multimodalities,6–7
- netnography vs. ethnography,54
- re-reading,262
- what counts as data?5, 12, 93, 95
- dialogic/discursive void,206–207, 212–213, 217–220, 258
- digital platforms, media,50–56, 58–59, 61, 92–94, 98, 173
- discrimination.See racism/discrimination
- DML (D/deaf/hard of hearing),188–193, 256–258
- Duolingo,55–56
E
- empathy,120, 150, 161, 167, 238, 242–243
- English learners (ELs)
- DML,188–193, 256–258
- EMI,173
- ESL newcomer program,72
- language acquisition status, labels,26–34, 39–40, 95, 97
- online, in-person learning,54–56
- RICs,25–29, 34–37
- RMLEs,47, 48–51, 62
- TESOL,49, 57; see also multilingualism
- epistemologies,236, 238, 242, 254–256, 262–263
- ethnetnographies,45, 53, 56, 57–64, 93–94, 96
- ethnographies
- autoethnographies,234–240, 248–249
- humanistic qualitative,136
- lived experiences,54, 63–64, 96
- netnography data,54
- preserving sense of agency,60
- vulnerable observer,195
- writing,127–128, 197
F
- FLL Innovation Project,129–131
I
- immigrants/refugees
- ambivalence,49
- asylum-seekers,159–160, 164
- belonging/(non)belonging,46, 50–53, 154
- Biden Administration,164
- culpability,159–167
- family separations,157–159, 162
- Great Exclusion,46
- in/visibility,149–157, 161, 163, 207
- navigating geopolitical borders,152, 159–160
- Obama Administration,159
- precarious situations,159–167
- preserving sense of agency,60
- resettling,45–46, 49, 58–59, 94, 153
- RMLEs,47, 48–51, 62
- self-positioning,69
- social media,50–53, 58–59, 61
- Trump Administration,46, 140, 150, 163; see also racism/discrimination
- Institutional Review Board (IRB),55, 57, 108, 130, 187, 210
- (in)visibility,149–157, 161, 163, 207
J
- Journal of Second Language Writing,172, 234
K
- knowledge, prior,207, 211–212, 215–216, 218, 232–233, 258
L
- linguistic injustice, racism,137–143, 236
- Linguistics and Education,225
- literacy
- community based literacies (CBL),209
- culturally specific approach,14, 112–113, 119–120, 174, 175, 177–178
- essayist literacy,232–233
- family literacy,103–104, 119–121, 149–157, 161, 163, 207
- language acquisition status,26–34, 39–40, 95, 97
- minor literature,125–127, 135–143
- mobile literacy,92–94, 261–264
- multilingual development,192, 197, 200
- multimodal practices,50, 69–71, 129–133, 206
- online, in-person,58–59
- PBFL,103–105, 109, 113–120
- place-based activities,209
- RICs,24–29, 34–37
- robotics/STEM instruction,126, 131–134, 138–139
- transborder literacies of (in)visibility,149–157, 161, 163, 207
- types of,3–4, 46, 48, 50, 92–94
- what counts as reading, writing?153
- writing as social action,149
M
- mestizaje, mestiza,126, 131–134, 139–146
- methodologies
- affect theory,9
- Anzalduan,134–140, 144–145
- appraisal tools,29
- arts-based, visual,6–7, 70, 80, 86–87, 97–98
- co-learners,207–208, 220–226, 228, 258
- culturally specific, responsive,14, 112–113, 119–120, 174, 175, 177–178
- digital, virtual,5–6, 46
- ecological approaches,262–263
- ethnetnography, qualitative,4, 34–38, 45, 92–93, 97
- family literacies,103–104, 119–121, 149–157, 161, 163, 207
- flexibility,172–173
- humanistic,136, 233, 241
- metasynthesis,24–34, 39–41, 94–95
- multilingualism,172
- Nepantla,126, 137, 139, 143–144, 145
- non-Western theories, approaches,9, 235
- pedagogical approaches,6
- poetry,9
- positionality awareness,56–57, 207–208
- qualitative, quantitative research,7–8, 240–242
- suda,110–118
- transborder literacies of (in)visibility,149–157; see also theories
- metrolingualism,2
- minor literature,125–127, 135–143
- minority serving institution (MSI),209
- multicompetence,240
- multilingualism
- academia, scholarship challenges,236–240
- arts-based data,94
- bridging with STEM,127, 129–131
- co-learners,207–208, 220–226, 228, 258
- conceptualization,173
- defined,2–4
- digital platforms, communication,92–93, 98, 173
- ethnetnography, qualitative,45
- increase in,208
- influencing factors,214–217
- interpreter reliance,256–258
- language acquisition status, labels,26–34, 38–40, 95, 97
- language separation,239, 245
- literacy development,192, 197, 200
- methodologies,172
- multicompetence,240
- netnography guidelines,58
- panoply of lingualisms,2
- prior knowledge,207, 211–212, 215–216, 218, 232–233, 258
- researcher challenges, differences,7–8, 92, 96–97, 240–242
- RMLEs,47, 48–51, 62
- silenced knowledge,224–227
- social media,52
- translanguaging/lingualism,2, 235–236, 244–245, 247; see also English learners (ELs); suda
- multimodalities
- artifacts,6–7, 52, 95–96, 108, 114–115, 140
- bridging identity, language,133–134
- communicating identity,67–68, 70, 73–75, 97–98
- critical analysis,80–88
- defined,128
- de-territorializing language,137–143
- FLL Innovation Project,129–131
- integration, equity,78–80
- literacy practices,50, 69–71, 129–133, 206
- PBFL,109, 115–118, 119–120
- social media,52
- STEM instruction,126, 131–134, 138–139
- textual info responses,211
- translanguaging,109
N
- Nepantla,126, 137, 139, 143–144, 145
- netnographies,45, 54, 58
O
- Obama Administration,159
P
- Play-Based Family Literacy (PBFL),103–105, 109, 113–120; see also suda
- plurilingualism,2, 237
- positionality
- awareness,207, 213–214, 218, 240–242, 255, 259
- co-learners,207–208, 220–226, 228–229, 258
- defined,185, 218, 255
- designing research,199
- dialogic self,69
- fluidity, shifts in,10, 193, 248
- motivates, influences,12
- outsider status, fitting in,11, 191, 195
- positionality statements,10–11, 185, 233, 242
- power balance,10–11, 56–57
- qualitative vs. quantitative research,7–8, 240–242
- silence,217–226
R
- racism/discrimination
- colonialism,150–152, 166, 207, 232–236, 239–242, 262–263
- discussing with children,111, 115
- ethnocentrism, epistemic,236, 238, 242
- Great Exclusion,46
- immigrants silenced,50, 224–227
- linguistic,137–143, 236
- marginalization,46, 50, 112–113, 140
- social-emotional dimensions,120, 121
- stereotypes,8–9, 56, 87
- Trump Administration,46, 140, 150, 163; see also immigrants/refugees
- reading intervention courses (RICs),24–28, 34–37
- reflexivity
- defined,10, 242–243
- in dialogue,155–156
- embodied,15, 185–186, 194–195, 202–203
- ethical,144–145
- extending,151
- legitimate data,12
- self-reflection,228–229, 235–242, 247, 255, 259
- research, equitable
- autoethnographies,247
- diverse cultural narratives,176
- ecological approaches,262–263
- elusive,258
- embodied reflexivity,194–195
- ethnetnographies,53
- humanistic,135–144
- multilingualism,4, 34–38, 45, 53–63, 92–93, 97
- multimodality integration,78–80
- qualitative vs. quantitative research,7–8, 240–242
- research, ethical
- accountability, responsibility,177–179
- damaged-centered research?207
- digital data,99
- ethical reflexivity,144–145
- partnerships, participatory methods,253
- prioritizing heritage,174
- TESOL,57
- researchers
- accountability, responsibility,177–179, 194, 202–203
- assumptions,162–163, 166–167, 213–214, 241
- breakdowns,151, 156
- co-learners,207–208, 220–226, 228, 258
- field notes,151, 157–159, 197–199
- multilingualism challenges/differences,7–8, 92, 96–97, 240–242
- research tools,29, 48–49, 94, 207, 212–213, 218
- self-reflection,173, 237, 242, 245–246, 259
- vulnerable observer,195; see also positionality
- RMLEs (refugee-background multilingual learners of English),47, 48–51, 62; see also immigrants/refugees
S
- silence,224–227, 232–233, 258
- social issues
- autoethnographies,237
- emotional competencies,120, 121
- PBFL and,109
- semiotic theory,128, 139, 174
- social spaces,207, 227, 258
- sociocultural/political factors,40, 87, 96, 174, 207
- social media,50–53, 58–59, 61, 94
- STEM/robotics instruction,126–127, 129–134, 138–139
- stereotypes,8–9, 56, 87
- suda
- culturally specific, responsive,14, 119–120, 174, 175, 177–178
- defined,105–108, 121
- dialogical,109, 119
- lived experiences,106, 107
- methodologies,110–118
- natural emergence,116
- non-verbal play,112
T
- Teaching English to Speakers of other Languages (TESOL),49, 57
- theories
- ambivalence,49
- appraisal tool,29
- Chicana feminist epistemology,135
- defined,8–9
- dialogic/discursive void,206–207, 212–213, 217–220, 258
- dialogical self,68, 69, 71, 77
- known unknown,212
- literacy-as-a-social practice,27
- multimodal literacies,69–71
- non-Western theories, approaches,9, 235
- practice vs.,8–9
- qualitative approaches,172–173
- semiotic,128, 139, 174
- “thinking with” theory,136–138
- transborder literacies of (in)visibility,149–157, 161, 163, 207
- transliteracies,48–49; see also methodologies
- translanguaging
- act of resistance,126, 140–141
- de-territorializing language,137–143
- digital communication,173
- legitimizing,177
- multilingualism,2, 235–236, 244–245, 247
- PBFL,102–104, 109–110, 115–117
- Ubuntu pedagogy,172
- translingualism
- decolonization potential,235–239
- defining,244–245, 247
- facets of literacy,192–193
- mindset,173
- multilingualism,2
- Sijo, poetry,9
- transliteracies,48, 52
- Trump Administration,46, 140, 150, 163
V
- visibility/invisibility,149–157, 161, 163, 207
- visual arts,6–7, 67–73, 78–80, 86–87, 96–98
- void, dialogic/discursive,206–207, 212–213, 217–220, 258
W
- writing
- autoethnographies,248–249
- critical friends,233, 238, 243–246
- ethnographies,127–128, 197
- multilingual challenges,232–233, 236
- as social action,149
- what counts as?153
X
- xenocentrism,239
