Skip to main content
SpringerLink
Log in

Qualitative Approaches to Classroom Research on English-Medium Instruction

  • Living reference work entry
  • First Online:
Second Handbook of English Language Teaching

Part of the book series: Springer International Handbooks of Education ((SIHE))

  • 556 Accesses

Abstract

This chapter provides an overview of recent qualitative research in classrooms examining language learning and use in educational contexts where English is a medium of instruction (EMI). After describing the typical features of qualitative research, we identify the kinds of issues that are best addressed through the collection and analysis of qualitative data and provide a list of key principles to guide the design of a qualitative study. We also discuss some of the caveats or challenges to keep in mind, particularly for classroom-based research projects. Three exemplary classroom-based EMI studies are then presented to illustrate how qualitative research has been used in recent research. Using discourse analysis of classroom interaction and other methods, the studies offer insightful contributions to our understanding of the types of tasks, pedagogical approaches, or interactions (between peers or between students and teachers) that are conducive to language development. The chapter concludes with directions for future research.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Baker AA, Lee JJ (2011) Mind the gap: unexpected pitfalls doing classroom research. Qual Rep 4(5):1435–1447

    Google Scholar 

  • Bovellan E (2014) Teachers’ beliefs about learning and language as reflected in their views of teaching materials for content and language integrated learning (CLIL). Doctoral thesis, University of Jyväskylä, Finland

    Google Scholar 

  • Cammarata L, Tedick D (2012) Balancing content and language in instruction: the experience of immersion teachers. Mod Lang J 96:251–269. https://doi.org/10.1111/j.1540-4781.2012.01330.x

    Article  Google Scholar 

  • Chaudron C (1988) Second language classrooms: research on teaching and learning. Cambridge University Press, Cambridge

    Book  Google Scholar 

  • Coffin C (2006) Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum. J Curric Stud 38:413–429. https://doi.org/10.1080/00220270500508810

    Article  Google Scholar 

  • Cohen L, Manion L, Morrison K (2018) Research methods in education, 8th edn. Routledge, London/New York

    Google Scholar 

  • Creswell JW, Creswell JD (2017) Research design: qualitative, quantitative, and mixed methods approaches, 5th edn. Sage, Thousand Oaks

    Google Scholar 

  • Cummins J (2015) Evidence-based TESOL: teaching through a multilingual lens. Keynote speech presented at the TESOL conference, Toronto

    Google Scholar 

  • Dalton-Puffer C (2011) Content-and-language integrated learning: from practice to principles? Ann Rev Appl Linguis 31:182–204. https://doi.org/10.1017/S0267190511000092

    Article  Google Scholar 

  • Dalton-Puffer C, Smit U (2013) Content and language integrated learning: a research agenda. Lang Teach 46:545–559. https://doi.org/10.1017/S0261444813000256

    Article  Google Scholar 

  • De Costa P (ed) (2016) Ethics in applied linguistics research. Routledge, New York

    Google Scholar 

  • Denzin N, Lincoln Y (eds) (2018) The Sage handbook of qualitative research, 5th edn. Sage, Thousand Oaks

    Google Scholar 

  • Douglas Fir Group (2016) A transdisciplinary framework for SLA in a multilingual world. Mod Lang J 100-S:19–47

    Article  Google Scholar 

  • Duff PA (2002) The discursive co-construction of knowledge, identity, and difference: an ethnography of communication in the high school mainstream. Appl Linguis 23:289–322. https://doi.org/10.1093/applin/23.3.289

    Article  Google Scholar 

  • Duff PA (2007) Qualitative approaches to classroom research with English language learners. In: Cummins J, Davison C (eds) International handbook of English language teaching. Springer, Boston, pp 973–986

    Chapter  Google Scholar 

  • Duff PA (2019) Monolingual versus multilingual language use in language classrooms: contested and mediated social and linguistic practice. In: Haneda M, Nassaji H (eds) Perspectives on language as action: essays in honour of Merrill Swain. Multilingual Matters, Bristol

    Google Scholar 

  • Duff PA, Abdi K (2016) In: De Costa P (ed) Ethics in applied linguistics research: language researcher narratives. Routledge, New York, pp 121–141

    Google Scholar 

  • Ellis R (2012) Language teaching research and language pedagogy. Wiley, Chichester

    Book  Google Scholar 

  • García O (2009) Bilingual education in the 21st century: a global perspective. Wiley-Blackwell, Malden

    Google Scholar 

  • García O, Li W (2015) Translanguaging, bilingualism, and bilingual education. In: Wright WE, Boun S, García O (eds) The handbook of bilingual and multilingual education, 1st edn. Wiley, Hoboken

    Google Scholar 

  • Harbon L, Shen H (2015) Researching language classrooms. In: Paltridge B, Phakiti A (eds) Research methods in applied linguistics: a practical resource. Bloomsbury, London/New York, pp 457–470

    Google Scholar 

  • Kobayashi M, Zappa-Hollman S, Duff P (2017) Academic discourse socialization. In: Duff P, May S (eds) Language socialization. Encyclopedia of language & education. Springer, Cham, pp 239–253

    Google Scholar 

  • Lemke J (2016) Translanguaging and flows (Unpublished manuscript). Department of Communication, University of California, San Diego

    Google Scholar 

  • Lightbown PM (2000) Classroom SLA research and second language teaching. Appl Linguis 21(4):431–462. https://doi.org/10.1093/applin/21.4.431

    Article  Google Scholar 

  • Lin AMY (2015) Egalitarian bi/multilingualism and trans-semiotising in a global world. In: Wright WE, Boun S, García O (eds) Handbook of bilingual and multilingual education. Wiley-Blackwell, Hoboken, pp 19–37

    Google Scholar 

  • Lin AMY, He P (2017) Translanguaging as dynamic activity flows in CLIL classrooms. J Lang Identity Educ 16(4):228–244. https://doi.org/10.1080/15348458.2017.1328283

    Article  Google Scholar 

  • Llinares A, Morton T, Whittaker R (2012) The roles of language in CLIL. Cambridge University Press, Cambridge

    Google Scholar 

  • Lo YY, Macaro E (2012) The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools. Int J Biling Educ Biling 15(1):29–52

    Article  Google Scholar 

  • Lo YY, Macaro E (2015) Getting used to content and language integrated learning: what can classroom interaction reveal? Lang Learn J 43(3):239–255. https://doi.org/10.1080/09571736.2015.1053281

    Article  Google Scholar 

  • Long MH (1983) Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Appl Linguis 4(2):126–141. https://doi.org/10.1093/applin/4.2.126

    Article  Google Scholar 

  • Lukenchuk A (2013) Paradigms of research for the 21st century. Peter Lang, New York

    Google Scholar 

  • McKay S (2006) Researching second language classrooms. Lawrence Erlbaum, Mahwah

    Google Scholar 

  • Merriam SB, Tisdell EJ (2015) Qualitative research: a guide to design and implementation, 4th edn. Jossey-Bass, San Francisco

    Google Scholar 

  • Moore P, Nikula T (2016) Translanguaging in CLIL classrooms. In: Nikula T, Dafouz E, Moore P, Smit T (eds) Conceptualizing integration in CLIL and multilingual education. Multilingual Matters, Bristol, pp 211–234

    Chapter  Google Scholar 

  • Mortimer EF, Scott PH (2003) Meaning making in secondary science classrooms. Open University Press, Maidenhead

    Google Scholar 

  • Nikula T (2007) The IRF pattern and space for interaction: comparing CLIL and EFL classrooms. In: Dalton-Puffer C, Smit U (eds) Empirical perspectives on CLIL classroom discourse. Peter Lang, Frankfurt, pp 179–204

    Google Scholar 

  • Nikula T (2010) Effects of CLIL on a teacher’s classroom language use. In: Dalton-Puffer C, Nikula T, Smit U (eds) Language use and language learning in CLIL classrooms. John Benjamins, Amsterdam, pp 105–123

    Chapter  Google Scholar 

  • Nikula T (2012) On the role of peer discussions in the learning of subject-specific language use in CLIL. In: Alcon E, Safont MP (eds) Discourse and language learning across L2 instructional contexts. Rodopi, Amsterdam, pp 133–153

    Google Scholar 

  • Nikula T (2015) Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning. System 54:14–27. https://doi.org/10.1016/j.system.2015.04.003

    Article  Google Scholar 

  • Nunan D (2005) Classroom research. In: Hinkel E (ed) Handbook of research in second language teaching and learning. Lawrence Erlbaum, Mahwah, pp 225–240

    Google Scholar 

  • Nunan D, Bailey K (2009) Exploring second language classroom research: a comprehensive guide. Heinle, Boston

    Google Scholar 

  • Paltridge B, Phakiti A (2015) Research methods in applied linguistics: A practical resource, 2nd edn. Bloomsbury Academic, London

    Google Scholar 

  • Riazi AM (2017) Mixed methods research in language teaching and learning. Equinox, Sheffield

    Google Scholar 

  • Rossman GB, Rallis SF (2011) Learning in the field: an introduction to qualitative research, 2nd edn. Sage, Thousand Oaks

    Google Scholar 

  • Saville-Troike M (2003) The ethnography of communication: an introduction, 3rd edn. Blackwell, Malden

    Book  Google Scholar 

  • Schleppegrell M (2004) The language of schooling. A functional linguistics perspective. Lawrence Erlbaum, Mahwah

    Google Scholar 

  • Seedhouse P (1999) Task-based interaction. ELT J 53:149–156

    Article  Google Scholar 

  • Silverman D (ed) (2016) Qualitative research. Sage, London/New York

    Google Scholar 

  • Snell J, Shaw S, Copland F (eds) (2016) Linguistic ethnography: interdisciplinary explorations. Palgrave Macmillan, Basingstoke

    Google Scholar 

  • Swain M (1995) Three functions of output in second language learning. In: Cook G, Seidlhofer B (eds) Principles and practice in applied linguistics: studies in honour of H. G. Widdowson. Oxford University Press, Oxford, pp 125–144

    Google Scholar 

  • Talmy S (2010) Qualitative interviews in applied linguistics: from research instrument to social practice. Ann Rev Appl Linguis 30:128–148. https://doi.org/10.1017/S0267190510000085

    Article  Google Scholar 

  • Tsui ABM (1985) Analysing input and interaction in second language classrooms. RELC J 16(1):8–32

    Article  Google Scholar 

  • Ur P (2014) Practice and research-based theory in English teacher development. Eur J Appl Linguis TEFL 3(2):143–155

    Google Scholar 

  • van Lier L (1988) The classroom and the language learner: ethnography and second-language classroom research. Longman, New York

    Google Scholar 

  • Zappa-Hollman S, Duff P (2017) Conducting research on content-based language instruction. In: Snow MA, Brinton D (eds) The content-based classroom: perspectives on integrating language and content, 2nd edn. University of Michigan Press, Michigan, pp 309–321

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Language and Literacy Education, University of British Columbia, Vancouver, BC, Canada

    Sandra Zappa-Hollman & Patricia A. Duff

Authors
  1. Sandra Zappa-Hollman
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Patricia A. Duff
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sandra Zappa-Hollman .

Editor information

Editors and Affiliations

  1. The University of Hong Kong , Hong Kong SAR, Hong Kong

    Xuesong Gao

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Zappa-Hollman, S., Duff, P.A. (2019). Qualitative Approaches to Classroom Research on English-Medium Instruction. In: Gao, X. (eds) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-58542-0_51-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-58542-0_51-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-58542-0

  • Online ISBN: 978-3-319-58542-0

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation