This book discusses aspects of the theory and practice of qualitative research in the specific context of language and literacy education. It addresses epistemological perspectives, methodological problems, and practical considerations related to research involvements in areas of language education and literacy studies rather than generic issues of other fields of social sciences. The volume starts with Theoretical Considerations in the first part and raises some epistemological and theoretical concerns that are rarely debated in the specific context of research on language and literacy teaching. The second part, Methodological Approaches explores issues of the design and implementation of language and literacy education research within the framework of some of the major established qualitative research traditions. Finally, the part on Research in Action discusses practical aspects of a few actual instances of qualitative research on language and literacy education in different contexts.

Covers all aspects of qualitative research in language education Adds to the literature in the field and fills the gap in qualitative and context-based studies Explores epistemological, contextual concerns and methodological issues Uses examples drawn from language and literacy education research which facilitates application in the field

Inhalt
Introduction: Qualitative Research in Language and Literacy Education By Seyyed-Abdolhamid Mirhosseini.- PART ONE: THEORETICAL CONSIDERATIONS.- (Il)Legitimate Knowledge in English Language Education Research by Ruanni Tupas.- Narrative Language and Literacy Education Research within a Postcolonial Framework By Brenton Doecke, Desvalini Anwar and Bella Illesca.- Stranger in a Strange Land: Conducting Qualitative Literacy Research across Contexts By Todd Ruecker.- Ethics in Qualitative Language Education Research By Christopher Anderson.- PART TWO: METHODOLOGICAL APPROACHES.- Classroom Ethnography on Critical Language and Literacy Teaching and Learning By Sunny Man Chu Lau.- So Many Data, So Much Time: Living with Grounded Theory in a Rhetorical Autoethnography By Bob Broad.- Action Research as Iterative Design: Implications for English Language Education Research By Anne Burns and Pam McPherson.- Conversation Analysis and Language/Literacy Teacher Identity Construction in Interviews By Stephanie Anne Shelton and Peter Smagorinsky.- PART THREE: RESEARCH IN ACTION.- Critical Practitioner Research in Language Education under Difficult Circumstances By Gordon West and Graham Crookes.- Reflections on Qualitative Research with English Language Learner Youth in Restrictive Language Contexts By Daisy E. Fredricks.- Poetic Distillation: Artistic Transcription Analysis in Autoethnographic Literacy Research By Peggy Albers, Jerome C. Harste and Teri Holbrook.