Research Design

This study employs a critical ethnographic approach, a qualitative methodology that explores cultural practices and power dynamics within specific social contexts. This approach is chosen for its capacity to critically examine and interpret the experiences of multilingual families during their interactions with teachers of Deaf children. By focusing on language barriers in family-teacher meetings, the study aims to uncover hidden power structures and cultural biases that might contribute to communication challenges.

Study Context and Participants

The participants include teachers and families who meet with teachers of Deaf children for regular discussions about student progress, school policies, and other educational matters. The families selected for this study represent a wide range of linguistic backgrounds, providing a rich context for exploring multilingualism and its impact on communication.

Data Collection Methods
Data collection for this study is divided into three main stages: observation, semi-structured interviews, and surveys.

1. Observation of Family-Teacher Meetings:

The first stage involves observing family-teacher meetings to identify instances of language barriers or communication challenges. The observation sessions are conducted with minimal interference, allowing for a natural flow of conversation (Angrosino, 2016). Field notes are taken to record the dynamics of the interactions, focusing on verbal and non-verbal communication, use of interpreters, and any visible signs of misunderstandings or miscommunication.

2. Semi-Structured Interviews with Families:

After the observation phase, semi-structured interviews are conducted with the families to gather deeper insights (Ballena, 2021) into their experiences. The interviews focus on understanding the families’ perspectives on language barriers, their strategies for communication, and any challenges they face. The semi-structured format allows for flexibility in exploring emerging themes while maintaining consistency across interviews.

I will conduct semi-structured interviews with each family more than once (end of the semester June 2024 and starting new semester September 2024), spreading them over a long period of time, I decided to use a critical ethnographic approach, which was the most appropriate approach for this research plan.I plan to reach families through National Deaf Children Society (NDCS).

3. Surveys with Teachers:

To gain the teachers’ perspectives, a survey is distributed through  British Association of Teachers of Deaf Children and Young People (BATOD) to all participating teachers of Deaf children. The survey includes both closed-ended and open-ended questions (Berends, 2012) to capture quantitative data on teachers’ experiences and qualitative insights into their perceptions of language barriers. The survey seeks to understand the teachers’ awareness of multilingual issues, their approaches to overcoming communication obstacles, and their attitudes toward family engagement.

Data Analysis:

Data collected from the observations, interviews, and surveys are analyzed using a thematic analysis approach. Thematic analysis involves identifying, analyzing, and reporting patterns (themes) within the data (Braun and Clarke, 2019).  According to Braun and Clarke (2019), the analysis process follows these steps:
– Transcription: Observations and interviews are transcribed for thorough analysis.
– Coding: Data is coded to identify recurring themes and concepts related to language barriers and communication strategies.
– Theme Development: The coded data is analyzed to develop overarching themes that capture the essence of the research findings.

The analysis emphasizes a critical perspective, focusing on power dynamics, cultural influences, and systemic factors contributing to language barriers. The results are interpreted in light of existing literature on multilingualism, education, and ethnography to provide a comprehensive understanding of the research topic.

References

Angrosino, M. V. (2016). Naturalistic observation. Routledge. https://doi.org/10.4324/9781315423616

Ballena, C. T. (2021). Qualitative research interviewing: Typology of graduate students’ interview questions. Philippine Social Science Journal, 4(3), 96-112. doi:10.52006/main.v4i3.376

Berends, M. (2012). Survey methods in educational research. In Handbook of complementary methods in education research (pp. 623-640). Routledge.

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative research in sport, exercise and health, 11(4), 589-597.

Methodology of the Project / The Experiences and Perceptions of Low-income Multilingual Families with Late-diagnosed Deaf Children and Their Teachers by is licensed under a