Many of the\u00a0students in the LTE doctoral community\u00a0are\u00a0TESOL practitioners from around\u00a0the globe. Their research often builds on\u00a0their\u00a0research complex contextual, linguistic and cultural resources. One fascinating outcome of this, an outcome which rarely receives much attention, are the possibilities arising for undertaking research bilingually \/ multilingually even though the overall academic context at LTE \/ Manchester is English-medium.<\/p>\n
For example, a TESOL practitioner from Taiwan, fluent in both Mandarin and English, might undertake interviews with her colleagues in Taiwan, interviews in which all participants are first language users of Mandarin. In such a case, the interviews might very appropriately be conducted in Mandarin. But in such a case,\u00a0when would she translate the interview transcripts \u2013 as part of the transcription process in readiness for analysis? Or selectively after analysis in Mandarin in order to make the analysis process and findings available for an English-reading audience?<\/p>\n
The following conference paper represents a first attempt to explore this area through supervisor \/ supervisee reflections on the Mandarin-English data \/ analysis in the doctoral studies by Xiaowei Zhou and Tzu-Hsuan Liu as supervised by Richard:<\/p>\n
Fay, R. Zhou, X. and Liu, T-H. (forthcoming, 2010). Undertaking narrative inquiry bilingually against a monolingual backdrop. Paper (to be) presented at \u201cNarrative Matters 2010 \u2013 Exploring the narrative landscape: Issues, investigations, and interventions\u201d to be hosted by the CIRN in Fredericton, May 20th<\/sup> \u2013 22nd<\/sup> 2010, New Brunswick, Canada.<\/p>\n