Advancing Language Research through Q Methodology

Edited by Nicola Fraschini, Adrian Lundberg, Renata Aliani

Publication date:

16 July 2024

Publisher

Multilingual Matters

Dimensions:

234x156mm
6x9"

ISBN-13: 9781800419797

This volume investigates the ways in which Q methodology can uncover and foreground new perspectives and contribute to language education and language policy research. It demonstrates the flexibility of this research methodology in addressing dynamic and complex language issues across a variety of educational topics and geographical contexts. The chapter authors use Q methodology to explore topics such as identity, motivation, cognition, emotion, pre-service and in-service teacher beliefs and to evaluate language programmes, curricula and policies. These contributions highlight Q methodology’s potential to inform theoretical developments by revealing fresh perspectives on contemporary issues and generating new hypotheses. They foster further Q methodology research, demonstrating how it can contribute to a science of subjectivity and allow researchers to value the perspectives of all stakeholders for more inclusive research. This book will be of interest to graduate students and researchers in language education and language policy research and those in the broader field of social sciences looking to expand their knowledge of the methodology and how it can be used to study contemporary, dynamic and complex issues.

Contributors

Joseph Lo Bianco: Foreword: A Teaching and Learning Journey with Q

Nicola Fraschini, Adrian Lundberg and Renata Aliani: Introduction: Q Methodology, Subjectivity and Language Research

Part 1: Q Methodology to Open a Window on Cognition, Motivation, Identity and Emotions

Chapter 1. Gary Bonar, Ruth Fielding and Meihui Wang: Exploring Pre-Service Language Teacher Identity Negotiation Using Q Methodology

Chapter 2. Marinella Caruso and Nicola Fraschini: Vision and Motivation of Adolescent Language Learners in Australia

Chapter 3. Akiko Fukuda: Understanding Self-Regulated Language Learning in the Context of Japanese University Students’ Self-Study

Chapter 4. Nicola Fraschini and Adrian Lundberg: Australian-Korean Multicultural Family Members' Emotions about their Family Language Policy

Part 2: Q Methodology to Expand Research on In-Service and Pre-Service Teacher Beliefs

Chapter 5. Nicola Morea: An Investigation into Pre-Service Teachers’ Beliefs about Multilingualism Before and After Participating in an Identity-Oriented Course on Multilingualism

Chapter 6. Christof Chesini, Lukas Bleichenbacher, Mara De Zanet, Robert Hilbe and Anna Schröder-Sura: Pre-Service Teachers’ Beliefs on Crosslinguistic Teacher Education in Switzerland

Chapter 7. Chengwen Yuan: The Post-Sort Interviews in Q Methodology: L2 Chinese Teachers’ Beliefs about Motivational Teaching

Chapter 8. Yining Yang and Ke Zhao: Chinese University Teachers’ Beliefs about and Pedagogical Responses to Bilingual Teaching

Part 3: Q Methodology to Evaluate Language Education Policies and Programmes

Chapter 9. Athip Thumvichit: Q Evaluation: Potential Applications in Language Education

Chapter 10. Hyunjin Park: A Q Methodology Evaluation of a Training Programme for Community Interpreters and Translators

Chapter 11. Renata Aliani: Investigating School Principals’ Viewpoints on Languages Education

Nicola Fraschini, Adrian Lundberg and Renata Aliani: Conclusion: Thoughts on the Contribution of Q Methodology to Language Research and Looking Forward

Index

This inspiring, well-edited collection pulls off a hat-trick in language studies: authors marshal multifaceted scholarship, engage with the practical import of studying some of the pervasive complexities in language learning and teaching, and accurately convey the subtleties, richness and potential of Q methodology for researchers seeking deeper insights in their fields.