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ERIC Number: EJ1153073
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0966-9760
The Work of Interpreters to Gain Children's Perspectives within Culturally and Linguistically Diverse Classrooms
Theobald, Maryanne
International Journal of Early Years Education, v25 n3 p257-273 2017
Working within culturally and linguistically diverse classrooms may present challenges for monolingual researchers wishing to gain children's perspectives. Consequently, children who are not fluent speakers of the dominant language are under-represented in early years' research. When linguistic boundaries exist, one recommended approach is working with an interpreter. However, little is reported about the effectiveness of this approach. For instance, how does the interpreter's presence facilitate conversation and what interactional conditions help conversations flow? This paper reports on a video ethnography that explored young children's perspectives on making friends in a multilingual preschool in Australia. Data collection involved video recording two conversational approaches: (i) semi-structured interviews with an interpreter and small groups of Japanese/English-speaking children (3-4 years) and (ii) impromptu conversations between the interpreter and children as they played. Sequential analysis, using conversation analysis, compares the two approaches. The second conversation is noticeably richer involving children having longer turns of talk and initiating topics of conversation. Findings show that while including interpreters who identify culturally and linguistically with children is important, attention to question design and an embedded research approach fosters sustained conversations. Actioning these findings can enhance research representation and participation for children from diverse communities.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A