Dilemmas in Using Phenomenology to Investigate Elementary School Children Learning English as a Second Language
DOI:
https://doi.org/10.37119/ojs2011.v17i1.88Keywords:
phenomenology, English Language Learners, lived experienceAbstract
This paper is intended for doctoral students and other researchers considering using phenomenology as a methodology to investigate the experiences of children learning English as a second language in an elementary classroom setting. I identify six dilemmas or puzzling challenges likely to arise if researchers adopt a phenomenological approach to conducting research. The six dilemmas fall under two categories: fundamental and situational. Fundamental dilemmas include descriptive versus interpretive; objective versus subjective; and participant voice versus researcher voice. The former focus is on a fundamental understanding of phenomenology as a research method while the latter include language and cultural challenges and limitations of the researchers. Situational dilemmas arise from the challenges an investigator may encounter in using an in-depth interview as a research tool with children from different cultural and language backgrounds. I present these dilemmas so that researchers can understand more readily the challenges they may face in exploring the lived experience of these children.
Keywords: phenomenology; English Language Learners; lived experience
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