6 Data processing: Retaining multiple perspectives and voices through abduction, in analysis, and translation

Chapters in this book

1. Frontmatter I
2. Contents V
3. Author Information IX
4. List of videos XI
5. Transcription conventions XIII
6. Glossing abbreviations XV
7. Foreword XVII
8. 1 Introduction. Collaborative research writing: Multiplicity of realities, texts, and translanguaging 1
9. Part I: Romani and translanguaging: Theoretical considerations
10. 2 Non-standardised ways of speaking and language-policy regimes 15
11. 3 Romani and translanguaging 25
12. 4 Perspectives on friction and collaboration in Tiszavasvári 41
13. Part II: Methodological approaches: Translanguaging and participatory ethnography
14. 5 Data collection: Linguistic ethnographic research and participatory approaches 59
15. 6 Data processing: Retaining multiple perspectives and voices through abduction, in analysis, and translation 75
16. Part III: Perspectives on translanguaging educational practices in the Tiszavasvári Roma neighbourhood
17. 7 Linguistic Repertoire: A despised “mixed” language as a resource for learning 91
18. 8 Transformation and translanguaging: Evolving student-teacher roles 113
19. 9 Mediation through translanguaging: The linguistic negotiation of identities and policies 135
20. 10 Teachers’ talk in the translanguaging classroom: Monolingual teachers in bi- and multilingual classrooms 159
21. 11 Translanguaging shift and institutional settings: Impact beyond the classroom 175
22. 12 Creating translanguaging space through schoolscape design and reflective practices 199
23. 13 Community-based knowledge in culturally transformative pedagogies 221
24. 14 Translanguaging and written nonstandard language: Heterographic literacy in and outside school 245
25. 15 Adaptive schooling, effective learning organisation, and translanguaging 265
26. 16 Stylisation, voice and crossing in the classroom 287
27. Part IV: Conclusion
28. 17 Conclusion: Participatory ethnography and translanguaging education as forms of transcultural becoming among multilingual Roma in monolingual environments 305
29. Index 319