# data[].attributes.body
Positivism
Xuesong Gao,  Alice Wai Kwan Chow Author Notes (2012), Primary school English teachers’ research engagement, ELT Journal, Volume 66, Issue 2, 224–232, https://doi-org.ezproxy.is.ed.ac.uk/10.1093/elt/ccr046

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Realism
Judith Buendgens-Kosten (2014), Authenticity, ELT Journal, Volume 68, Issue 4, 457–459,
https://doi-org.ezproxy.is.ed.ac.uk/10.1093/elt/ccu034

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Positivism
Raphael Gamaroff (2000), Comment: ESL and Linguistic apartheid, ELT Journal, Volume 54, Issue 3,  297–298,

https://doi-org.ezproxy.is.ed.ac.uk/10.1093/elt/54.3.297

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Realism

Neil Cowie, Keiko Sakui, (2020), Teacher and student-created videos in English language teaching, ELT Journal, ccaa054

https://doi-org.ezproxy.is.ed.ac.uk/10.1093/elt/ccaa054

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Positivism
Pham, Hoa Hiep (2007). Communicative language teaching: Unity within diversity. ELT Journal, 61(3), 193–201
https://doi-org.ezproxy.is.ed.ac.uk/10.1093/elt/ccm026

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5.   Davila, L.T. (2020), Multilingual Interactions and Learning in High School ESL Classrooms. TESOL Q, 54: 30-55. doi:10.1002/tesq.536 -----

Approaches: ethnography, observations, interviews

Data presented are from a 2‐year ethnography of communication

The data include recordings of peer group classroom interactions, individual and focus group interviews, and field notes from classroom observations.

Special context:

… learner identities (race, ethnicity, gender, social class, immigration status, and language background)

Researcher affect research:

I approached this study with a preconceived understanding that heteroglossic interactions occur naturally and strategically.

Cause mechanisms

Findings also suggest that students’ language experiences, can be used to harness metacognitive thinking, critical multilingual language awareness (García, 2017), and linguistic creativity.

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4.   Seltzer, K. (2019), Reconceptualizing “Home” and “School” Language: Taking a Critical Translingual Approach in the English Classroom. TESOL Q, 53(1), 986-1007. doi:10.1002/tesq.530

Aims to emancipate, or to effect change

This article calls for shifts in teachers’ and researchers’ stance and practice toward a re‐seeing and re‐hearing of students for their linguistic assets and expertise.

Approaches: ethnographic study, semi-structured interviews, triangulation--qualitative research

a yearlong ethnographic study of an 11th‐grade English language arts classroom in New York City

conducted semi-structured interviews with Ms. Winter and select students.

The rich and varied data collected from this study enabled me to triangulate my findings and draw on several different perspectives.

One privileged reality: English dominate

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3.   Nguyen, C.D. and Dang, T.C.T. (2020), Second Language Teacher Education in Response to Local Needs: Preservice Teachers of English Learning to Teach Diverse Learners in Communities. TESOL Q, 54: 404-435. doi:10.1002/tesq.551

Approaches: case study, interviews

Data sources for this study included written assignments produced by preservice teachers and interviews with them.

The researcher is involved

researcher have bias---

students in field trips to local communities …This decision stemmed from the author’s perceived gaps between global and local practice of teacher education…

try to reduce biases---

he also positioned himself as an outsider during the field trip of each group

one researcher was responsible for writing the findings identified from each type of data, the draft version of analysis was sent to the other for feedback.

Typically generate qualitative data

Data analysis drew on thematic analysis, a widely used strategy for qualitative research

Cause mechanisms

This reflects a rapid growth in the demand as well as marked sociopolitical and economic incentives for learning English in Vietnam

Special social context

Preservice TESOL teachers in Vietnam

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2.   Copland, F., Mann, S. and Garton, S. (2020), Native‐English‐Speaking Teachers: Disconnections Between Theory, Research, and Practice. TESOL Q, 54: 348-374. doi:10.1002/tesq.548

Methodology: qualitative

The project followed a qualitative methodology. Qualitative research aims “to understand better some aspect(s) of the lived world” (Richards, 2003, p. 10), through detailed descriptions of people’s perceptions and actions, with the major goal of gaining an insider, or emic, perspective (Copland & Creese, 2014).

Approaches: survey, semi-structured interviews, classroom observations

a) a survey of NEST schemes through document analysis and interviews to prepare an audit of current NEST schemes

(b) semi-structured interviews with both LETs and NESTs working on a variety of schemes around the world

(c) classroom observations of coteaching classrooms

To recruit participants for the project, purposeful sampling was used

Epistemology: constructivist

In this research, a constructivist view of interviews was taken, in which interview data are not viewed as objective accounts of external reality but as a form of interaction jointly constructed by the interviewer and interviewee

Purpose: understand
to pursue it requires us to understand more fully the experiences of teachers who work in the global English language teaching industry. This article contributes to developing such understandings.

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1.     Flores, N., Phuong, J. and Venegas, K.M. (2020), “Technically an EL”: The Production of Raciolinguistic Categories in a Dual Language School. TESOL Q, 54: 629-651. doi:10.1002/tesq.577

Reasoning: hybrid inductive‐deductive

adopted a hybrid inductive‐deductive scheme for the coding and analysis of this observation data

Approaches: interview, case studies, focus groups

conducted semi‐structured interview with focal students

conducted semi‐structured interviews and focus groups with all participating teachers

compose exploratory case studies for each of the focal students involved in the project

Reality: Relativism (one privileged reality)

Latinx students VS the hegemony of English that permeates U.S. society

Purpose: empower

The authors end with a call for developing new conceptualizations of the language practices of Latinx students in these programs that resist discourses of languagelessness