Informing research (practices) through pedagogical theory: focus groups with adolescents |
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| Authors: | Wendy Bokhorst-Heng Kelle Keating Marshall |
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| Institution: | 1. Faculty of Education, Crandall University, Moncton, NB, Canada;2. International Studies and Languages Division, Pepperdine University, Malibu, CA, USA |
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| Abstract: | The focus of this article is how pedagogical theory and applied linguistic research informed the development of a multifaceted methodology designed to elicit middle school students’ perspectives on bilingualism and their language identities within the context of a one-way French Immersion programme in New Brunswick, Canada. The theoretical context of our research is language socialization theory which emphasizes how learners actively construct new identities for themselves, consciously or unconsciously, as they acquire and use language. This language socialization is embedded in particular socio-political and historical contexts, bringing fluidity to the meanings of bilingualism and to identity. Our discussion is about our methodological journey, how we drew upon the broader principles of constructivist learning, and specifically Universal Design for learning and Multiple Intelligences, within focus group research to access these perspectives and identities. Our methodology involved multiple opportunities to present, express and engage in the construction of knowledge, and to engage students in identifying and expressing meaning related to their identities and perspectives as learners of French. Our research demonstrated that, by drawing on pedagogical theory, focus groups can be transformative for participants, and they provide ways to circumvent challenges in conducting qualitative research with adolescents. |
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| Keywords: | Bilingualism focus groups multiple intelligences adolescents pedagogy language socialization constructivism universal design for learning |
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