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Developing communicative competence: Methodological considerations for conducting qualitative research with Spanish-speaking adult learners
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In: http://www.adulterc.org/Proceedings/2006/Proceedings/PrinsChupina.pdf
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Abstract:
Abstract: This article analyzes how we responded to socio-linguistic challenges in our research with Spanish-speaking adults in the U.S. and El Salvador. Our respective racial/ethnic identities, first language, and insider or outsider status created distinctive challenges and communicative strategies. We argue that cross-cultural researchers must recognize socio-linguistic variation within groups and develop communicative competence. Despite the growing prominence of cross-cultural research in adult education (e.g., Alfred, 2003; Sparks, 2002), both adult education and qualitative methodology scholars have overlooked how socio-linguistic differences (i.e., the ways language intersects with class, gender, nationality, geography, etc.) between researchers and participants shape the research process. The purpose of this paper is to examine the importance of developing communicative competence (Hymes, 2001) when undertaking cross-cultural research in languages other than English. We discuss the similarities and differences in how we—two scholars with distinct national, ethnic, and linguistic identities—responded to socio-linguistic challenges during our research with Spanish-speaking adult learners in the U.S. and El Salvador, respectively. We conclude with implications for research, teaching, and advising.
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Keyword:
communicative competente; cross-cultural research; international adult education; socio-linguistic analysis; Spanish
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URL: http://www.adulterc.org/Proceedings/2006/Proceedings/PrinsChupina.pdf
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.598.6469
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