Fall 2019 - EDUC 923 G001

Critical and Sociocultural Approaches to Educational Research (3)

Class Number: 1157

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 3 – Dec 2, 2019: Wed, 1:00–3:50 p.m.
    Vancouver

Description

CALENDAR DESCRIPTION:

Participants will discuss methodological approaches in sociolinguistic research in educational and other social contexts. Course instructors will introduce a range of sociolinguistic research following different methodologies, as well as presenting their own research. Participants will be involved in discussions and analysis in three areas: analysis of data from instructors' research; applicability of methodologies in participants' own social and educational contexts; relevance and applicability of methodologies in terms of participants' emerging research plans.

COURSE DETAILS:

In this course, participants will engage in critical examination of methodological approaches in sociolinguistic research in educational and other social contexts. Participants will discuss the ontological and epistemological underpinnings of various research methodological approaches, try out different methods of data gathering, preparation and analysis, reflect on that experience, and put all this to use in conceptualizing and designing their emerging research plans. Observations and interviews as data gathering methods, and ethnography of communication, critical discourse analysis, and (critical) interactional sociolinguistic analysis as data analysis methods, will be illustrated, discussed, and practiced with examples.

COURSE-LEVEL EDUCATIONAL GOALS:

  • Develop a critical awareness of the ontological and epistemological assumptions of current methodological approaches in sociolinguistic research in educational and other social contexts     
  • Build knowledge and skills in some foundational methods of data gathering and data analysis for sociolinguistic research
  • Develop capacity and reflexivity in selecting, applying and adapting research methodological approaches that can best address the research questions in their emerging research plan

Grading

  • Observation and fieldnotes 20%
  • Interviewing and transcribing 20%
  • Final paper: 60%

NOTES:

Instructions for each assignment and associated grading criteria will be discussed in detail in class.

REQUIREMENTS:

Students taking EDUC 923 are required to enroll in EDUC 924 Multilingualism, Globalization, and Identities.

Materials

MATERIALS + SUPPLIES:

Most course readings will be available online through the SFU library and some will be provided by the instructors as PDF files.

REQUIRED READING:

Heller, M., Pietikainen, S. & Pujolar, J. (2018). Critical Sociolinguistic Research Methods: Studying Language Issues That Matter. New York, NY: Routledge. (Available electronically through SFU Library)

RECOMMENDED READING:

Mason, J. (2006). Qualitative researching. London: Sage.  

For general introduction to quantitative and qualitative methodology:

Walliman, N. (2011). Research Methods: The Basics. London & New York: Routledge. (Available electronically through SFU Library) Cresswell, J.W. & J. D.

Cresswell (2018). Research Design: Qualitative, Quantitative and Mixed Method Approaches. Thousand Oaks, California: Sage Publications Inc. (Available through SFU Library)

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS