Organisation of the data set resulted in a target group of 812 respondents, Was electronically administered between April and August 2013, and generated 914 Were Finnish nationality and Finnish as a mother tongue. Participated, and total population sampling was used. Parents from 24 schools from across Finland The survey wasĮxploratory, and the target population was identified non-randomly through parents’Ĭonnections with the ECIL schools. Thisįacilitated the generation of both a holistic understanding of the phenomenon and aĬausal explanation for the parental choice of medium of education. Instrument was devised with both quantitative and qualitative components. This study used a cross-sectional survey design for which a 40-item survey Moreover, mostįinnish parents still appear to favour the traditional ‘civic duty’ approach of theirĬhild attending the local neighbourhood school over a ‘parentocracy’ or ‘consumer’ School choice in Finland is an interesting phenomenon because basicĮducation is publicly funded and there are very few private schools. Small-scale ethnography study to elucidate the activities of parents as a community One specific local context is presented as a Who, at least in the Finnish context, have been active in desiring and lobbying for Of discourse and ideology, since parents are an underexplored group of stakeholders Terms of their socioeconomic background, and what motivates their choice in terms Specific form of school choice, or social practice that promotes a specific register ofĮnglish, and investigates who the choosers of this particular form of schooling are in It examines English and Content Integrated Learning (ECIL) as a This monograph investigates English-medium education as a type of school choiceĪnd a distinctive form of sociolinguistic practice in the specific local context of Finnishīasic education. We recommend researchers to make available the data collecting instruments and collected data in the original and target languages to provide transparency, data validity, and provides data access for future research. The work also presented the key elements of qualitative data collection, timing, follow-up questions, and interpretation. The findings of the research recommended data collecting and data translation framework: single back-translation for data validity and accuracy. Reflexive method used to analyse the researchers' observations field notes. The identified research gap in data collecting and translating presented. ![]() A systematic literature search conducted to find the methods used for collecting qualitative data in information systems research from 2010 to 2021. ![]() Observations field notes were collected during the study of the role of ICT for poverty reduction using Participatory Budgeting (PB) in Brazil. In this paper under-researched methodological issues in information systems research of multilingual interview data collection and translation using translators explored. ![]() The paper concludes with a call for the development of a framework within which to understand monolingualism and its social and educational effects. This latter strand of literature critiques the influence of the monolingual perspectives held by those who wield authority in language policy and in education. The third and most critical representation employs metaphors of disease, sickness and disability to portray monolingualism as a pathological state (Skutnabb-Kangas, 2000a Oller, 1997). Perspectives from language policy documents in Australia are presented to illustrate the second representation. The second representation is of monolingualism as a limitation on cognitive, communicative, social and vocational potential (Kirkpatrick, 2000 Crozet, Liddicoat & Lo Bianco, 1999). The first is as an unmarked case, against which bilingualism and multilingualism are set as the exception. This paper will review three representations of monolingualism in the applied linguistics literature. Linguistic theories have often assumed monolingualism to be the norm (Pavlenko, 2000), and this view is often held by individual monolinguals who are speakers of a dominant language such as English (Edwards, 1994). It is frequently observed that bilingualism and multilingualism are more common in the world than monolingualism, and yet, as Romaine (1995) points out, it is rare to find a book with the title 'Monolingualism'.
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