Chapter 6. Transcription as ethics
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Katie Bernstein
Abstract
What are a researcher’s ethical obligations when creating transcripts that represent young children’s complex communicative repertoires? How do those obligations shape transcription choices, such as which codes and modes are represented and how? In this chapter, we draw on our collective years of ethnographic research with young children in diverse language settings to argue for viewing transcription choices as ethical considerations. We share three vignettes from our own research with young children with complex communicative repertoires, including multilingualism, signed languages, and augmentative and alternative communication (AAC) devices. In each case, we share our transcription dilemmas, the decisions we ultimately made, and the ideas that informed those decisions. We end with guiding questions to help researchers make transcription decisions that are not just technically and theoretically sound, but also ethically sound.
Abstract
What are a researcher’s ethical obligations when creating transcripts that represent young children’s complex communicative repertoires? How do those obligations shape transcription choices, such as which codes and modes are represented and how? In this chapter, we draw on our collective years of ethnographic research with young children in diverse language settings to argue for viewing transcription choices as ethical considerations. We share three vignettes from our own research with young children with complex communicative repertoires, including multilingualism, signed languages, and augmentative and alternative communication (AAC) devices. In each case, we share our transcription dilemmas, the decisions we ultimately made, and the ideas that informed those decisions. We end with guiding questions to help researchers make transcription decisions that are not just technically and theoretically sound, but also ethically sound.
Chapters in this book
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
- Table of contents v
- Foreword ix
- Introduction 1
-
Section I. Methodological approaches
- Chapter 1. A taxonomy of questionable research practices in quantitative humanities 10
- Chapter 2. Corpus linguistics and ethics 28
- Chapter 3. Ethical issues in educational action research 45
- Chapter 4. Doing research in culturally and linguistically diverse K-12 classrooms 59
- Chapter 5. Ethical considerations for research involving computer-assisted language learning, social media, and online environments 72
- Chapter 6. Transcription as ethics 87
- Commentary on Section I 110
-
Section II. Specific populations and research contexts
- Chapter 7. The zero-sum game of beneficence 122
- Chapter 8. Ethical research with adult migrant language learners 136
- Chapter 9. Ethics in heritage language education 155
- Chapter 10. The ethics of indigenous language revitalization 172
- Chapter 11. “Where you from, who’s your Mob?” 192
- Commentary on Section II 210
-
Section III. Pedagogy and policy
- Chapter 12. Ethical research considerations in classroom and online spaces with bilingual students and their teachers 218
- Chapter 13. Ethical issues in language testing 235
- Chapter 14. Navigating ethical challenges in L2 writing in transnational higher education 249
- Chapter 15. Challenges of justice and equity for ethical English as an additional language in school education 266
- Commentary on Section III 285
-
Section IV. Personal and interactive aspects of research and scholarship
- Chapter 16. Managing publication expectations and collaborations 296
- Chapter 17. Ethical dilemmas of graduate students negotiating new roles and responsibilities 310
- Chapter 18. Research ethics and decisions 328
- Chapter 19. The ethical gray area 341
- Commentary on Section IV 355
- Afterword 364
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 371
Chapters in this book
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
- Table of contents v
- Foreword ix
- Introduction 1
-
Section I. Methodological approaches
- Chapter 1. A taxonomy of questionable research practices in quantitative humanities 10
- Chapter 2. Corpus linguistics and ethics 28
- Chapter 3. Ethical issues in educational action research 45
- Chapter 4. Doing research in culturally and linguistically diverse K-12 classrooms 59
- Chapter 5. Ethical considerations for research involving computer-assisted language learning, social media, and online environments 72
- Chapter 6. Transcription as ethics 87
- Commentary on Section I 110
-
Section II. Specific populations and research contexts
- Chapter 7. The zero-sum game of beneficence 122
- Chapter 8. Ethical research with adult migrant language learners 136
- Chapter 9. Ethics in heritage language education 155
- Chapter 10. The ethics of indigenous language revitalization 172
- Chapter 11. “Where you from, who’s your Mob?” 192
- Commentary on Section II 210
-
Section III. Pedagogy and policy
- Chapter 12. Ethical research considerations in classroom and online spaces with bilingual students and their teachers 218
- Chapter 13. Ethical issues in language testing 235
- Chapter 14. Navigating ethical challenges in L2 writing in transnational higher education 249
- Chapter 15. Challenges of justice and equity for ethical English as an additional language in school education 266
- Commentary on Section III 285
-
Section IV. Personal and interactive aspects of research and scholarship
- Chapter 16. Managing publication expectations and collaborations 296
- Chapter 17. Ethical dilemmas of graduate students negotiating new roles and responsibilities 310
- Chapter 18. Research ethics and decisions 328
- Chapter 19. The ethical gray area 341
- Commentary on Section IV 355
- Afterword 364
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 371
