Seyyed-Abdolhamid Mirhosseini (ed.): Reflections on Qualitative Research in Language and Literacy Education

2017 ◽  
Vol 39 (5) ◽  
pp. 769-773
Author(s):  
Mohsen Shirazizadeh
2019 ◽  
Vol 2019 (259) ◽  
pp. 15-38
Author(s):  
Clara Keating

Abstract This article presents a historical analysis of discourses about language and literacy that have emerged during different periods in the political and cultural history of Portugal. It covers six periods, from the colonial era to the present, and it considers different geopolitical spaces, including the Portuguese mainland, the Atlantic archipelagos, former Portuguese colonies and diasporic spaces created as a result of emigration from Portugal. The article traces three kinds of discursive shift: (1) shifts in discourses in Portuguese society regarding the goals of language and literacy education, along with associated discourses about appropriate language and literacy pedagogies; (2) shifts in discourses about the specific nature and significance of literacy in Portuguese; and (3) shifts in discourses about the value and symbolic power of standardized forms of spoken and written Portuguese. It shows how each historical period has been characterized by distinctive political and ideological currents which have, in turn, shaped and re-shaped ways of thinking about the role of language and literacy education in the definition of citizenship and national identity, in the construction of heritage, in the creation of a “modern” democratic state and, more recently, in the retooling of human resources to create a flexible labour force.


Author(s):  
Su Li Chong

This paper illustrates how the Analytic Guiding Frame (AGF) and the Overall Guiding Frame (OGF) are applied when analytic shifts occur in qualitative data analysis. Analytic shifts mainly occur when a proposed analytical method is found to be not fully amenable for analysis because of the contextually-bound nature of qualitative data. In this paper, the illustration located in the field of literacy education revolves around how a methodological and analytical problem was confronted during the fieldwork/analysis stage of research and how analytic negotiations were made with the help of the AGF/OGF framework. From here, it is proposed that much more consideration on matters of epistemology, methodology, research objective and research questions in qualitative research must be made when the iterative process of qualitative data analysis takes place.


2010 ◽  
Vol 12 (2) ◽  
pp. 1
Author(s):  
Lyndsay Moffatt

It gives me great honour to welcome you to this special issue of Language & Literacy.  In this issue you will find a range of thoughtful and provocative inquiries that reflect some of the diverse range of research in language and literacy education today. This issue was born of the recent marriage of the Language and Literacy Researchers of Canada (LLRC) and Language & Literacy: A Canadian ejournal. From this point forward these two organizations have made a commitment to support each other in their efforts to sustain critical conversations about language and literacy education and research.


2017 ◽  
Vol 49 (4) ◽  
pp. 582-589 ◽  
Author(s):  
Jennifer D. Turner ◽  
Marcelle M. Haddix ◽  
Mileidis Gort ◽  
Eurydice B. Bauer

In this essay, some of the 2015-2017 STAR mentors (mentors of authors in this special issue) illustrate the importance for policymakers, professional organizations, school administrators, and state and system administrators to foster bidirectional relationships with early career scholars of Color. This Insight Column provides the field of language and literacy education, administrators, and state and federal policymakers with recommendations and implications on how to better prepare, serve, retain, and humanize early career scholars of Color.


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