role-playing questions
Seems to be effective in only certain situations, not to be used often.
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- Jan 2024
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jot down the key word and followup on it later, when doing so will not interrupt the participant’s train
It is natural to want to respond to participant's answer. Jotting down allows those thoughts to go somewhere without interrupting the flow of the conversation.
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“What was that like foryou?”
A good question to try and see things from participant's perspective.
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subjectiveexperience of the participant than on the external structure.
These questions dig deeper to a person's personal experience.
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Used sparingly,
A variety of techniques would help the flow of conversation.
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tell me a story about
Another technique that would fit certain situations.
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“grand tour” question(pp. 86–87), in which the interviewer asks the participant to reconstructa significant segment of an experience
Larger event being described by participant.
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mini-tour, in which the interviewer asks the partici-pant to reconstruct the details of a more limited time span
More specific situation being described by participant.
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Ask directly “What happened?
This would allow for flow of events, not having to remember everything at once.
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A leading question is one that influences the direction the responsewill take.
The purpose is to seek information not direct information.
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real question I mean one to whichthe interviewer does not already know or anticipate the response
Do not have an agenda to direct answers but a desire for understanding and gathering of information.
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Sometimes when listening, interviewers begin to feel a vague ques-tion welling up inside them because they sense there is more to the story.In those instances it is important for them to ask to hear more
Ask follow up questions for further understanding.
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again
Implies I wasn't listening not that the participant didn't give the answer.
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Although the interviewer must avoid apower struggle, he or she must offer enough guidance in the process sothat participants can come to respect the structure and individual pur-pose of each of the three interviews in the series
Another balance of knowing what to ask and when without the motive being to dominate the answers.
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participants use vague words that seem to be communi-cating but are not explicit.
Use the vague words to ask questions for expounding on meaning.
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The interview structure is cumulative. One interview establishes thecontext for the next.
Like building a bridge- questions should move from what was answered to next question.
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As a result, they may become soengrossed in the first interview that they say things that they are later sur-prised they have shared
It is ok if participant rejects an earlier answer. The goal is to get to the deeper meaning, not pigeon hole the participant.
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exploring with the participant than with probing into what theparticipant says.
Join into the person's narrative by questions I ask.
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In interviewing suchsliding undermines the process
If I don't understand something- ask!
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Avoid reinforcing what your participant is saying, either positively ornegatively.
My opinion of what the participant says is not relevant during the interview. Use the opportunity to ask a follow up question instead of reinforcing what they said (either positively or negatively).
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Sharing that experience in a frank and personalway may encourage the participant to continue reconstructing his or herown in a more inner voice than before. Overused, however, such sharingcan distort an interview and distract participants from their own experi-ence to the interviewer’s.
Only share personal experiences if it would effective and helpful in the flow of the interview.
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Even when theparticipant pauses for a few seconds, she does not interrupt.
Get used to pauses- be aware of my own nervousness to avoid interruption.
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isten actively and to move the interview forward as much aspossible by building on what the participant has begun to share.
Build the connection with the person; ask follow up questions based on answers given to previous question.
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augh,
Use this as a way to ask follow up questions, get better understanding of why they laughed.
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transcribe an interview
Transcribe to know if I am speaking too much compared to answers.
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tape-recording theinterview, interviewers can take notes. These working notes help inter-viewers concentrate on what the participant is saying.
Record and take notes to stay focused on what participant is saying.
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Follow your hunches. Trust your instincts
Use uncomfortable or confusing responses inside me to ask follow up questions.
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nterviewers must listen hard to assess theprogress of the interview and to stay alert for cues about how to move theinterview forward as necessary.
Be aware of the journey of conversation: time, what was talked about, where conversation needs to go, participants mood, physical mode, etc.
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At the same time, interviewersmust be ready to say something when a navigational nudge is needed
Balance to listening intentionally and know when to ask next question.
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it is designed to ask partici-pants to reconstruct their experience and to explore their meaning.
Use to direct not railroad the conversation. It is helpful to guide the conversation back to topic and lead to more discussion. It is mean to gather information, but most likely will lead to "off-roading" from the list of questions.
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“inner voice,” as opposed to an outer
Get to heart of meaning. Use the outer voice to reach the inner voice.
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Interviewers sometimes get impatient and uncomfortable with si-lence. They project that discomfort onto their participants.
Expect silence and use as a way to make participants feel at ease, to gather thoughts and emotions. Know when to break the silence with a follow up question. Again, be aware of personal nervousness with the silence and refocus on conversation.
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concentrate on the substanceto make sure that they understand it and to assess whether what they arehearing is as detailed and complete as they would like it to be.
Listen to know if I understand what is being said.
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houghtfulness takestime; if interviewers can learn to tolerate either the silence that some-times follows a question or a pause within a participant’s reconstruction,they may hear things they would never have heard if they had leapt inwith another question to break the silence.
Balance is needed to know when to break the silence.
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The truly effective ques-tion flows from an interviewer’s concentrated listening, engaged interestin what is being said, and purpose in moving forward. Sometimes animportant question will start out as an ill-defined instinct or hunch, whichtakes time to develop and seems risky to ask. Sometimes the effectivequestion reflects the interviewer’s own groping for coherence about whatis being said and is asked in a hesitant, unsure manner.Effective questioning is so context-bound, such a reflection of therelationship that has developed between the interviewer and the partici-pant, that to define it further runs the risk of making a human processmechanical.
Be actively engaged with intentional listening, ready to ask questions built on the answer previously given, connect on the human level.
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With a temperamentthat finds interest in others, a person has the foundation upon which tolearn the techniques of interviewing and to practice its skills.
Foundation of being interested in someone else's experience knowing all stories have value. We are all made in God's image and all have a story to tell.
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Listening is the most important skill in interviewing. The hardestwork for many interviewers is to keep quiet and to listen actively.
Listen to understand meaning of what is communicated. Internalize, understand perspective leads to further questions.
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diu.instructure.com diu.instructure.com
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Ethnologue and Glottolog are similar in that they focus on languages.
Search these sites for languages
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never cite Wikipedia or other derivative sources.
Use Wiki as a way to find secondary sources; not to cite from Wiki
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help you conduct literature review.
Good to review how to research; ask DIU library for help with accessing information.
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Ebooks is on the A-Z Index. In addition to electronic subscriptions, the DIU Library has physical copies
Obtain research material, first check DIU library, use interlibrary loan or e-materials
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Language and Culture Archives Links to an external site. on the SIL website.
Sociolinguistic research
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Academia.edu Links to an external site. and ResearchGate.net Links to an external site.. Both of them function on a Facebook model: Individual researchers maintain their own pages, populated with their research (including, in many cases, electronic copies of their publications or unpublished work).
Personal researchers' information and works
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LLBA Database (Linguistics and Language Behavior Abstracts) and the MLA Database (Modern Language Association).
DIU library, online
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JSTORE and Project MUSE
academic journals
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Google Scholar is an open database of academic books and articles compiled using an AI interface.
Locate additional academic resource for research information.
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Joshua Project by people groups, languages (including by the ISO 639-3 code), or geographic places. Joshua Project includes information about religion as well as language and location.
Cultural and worldview information.
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ISO 639-3 code, a three-letter code meant to uniquely identify every language in the world.
Important to keep track of language.
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Both databases include basic information including alternative names, dialects, countries where spoken, language maps, genetic classification, and level of endangerment. Ethnologue also includes information about population, typology, language use and development, orthography, and more detailed maps; while Glottolog also includes references to literature about the language.
Foundational information about languages.
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footnotes directing you to the secondary sources used for the article.
Use tertiary to find secondary sources
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ertiary or derivative sources
Collecting secondary sources together, organizing them
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Secondary sources
Taking actual sources and commenting/discussing/analyzing them
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Primary sources
Direct information, actual documents from original people
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diu.instructure.com diu.instructure.com
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bibliography program, a good option is Zotero.
Zotero for bibliography
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The bibliography should be organized into two or three sections. The first section should include all sources you are able to access without using interlibrary loan. The second section should include all sources you accessed through interlibrary before submitting this assignment. The third section should include all sources you have requested through interlibrary loan, but had not received before submitting this assignment.
Formatting for bibliography: Sources accessed, Sources from interlibrary loan; sources not received from interlibrary loan
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keep good records of the bibliographic information
Keep track of bibliographic info when researching.
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the primary focus of this project is on the community, and the way they use multiple languages. So it is important to get as much information as you can on the community as a whole.
Need the big picture of the community then focus on language use.
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other internet sites and through library research.
Local agencies that keep community profile information?
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tertiary o
Begin with tertiary, use to find secondary
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pure.uvt.nl pure.uvt.nl
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teaching the autochthonous languages to the immigrants
I would agree that it is important to teach the local language for the benefit of the immigrant to better himself in the new society. I can see how immigrants would still be discriminated against. However, it seems in the USA, that education is taken into account and also that minorities are given many benefits in education and work.
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have been disappearing
What makes these other languages disappear while Spanish is surviving and transitioning (Spanglish)?
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speech ofautochthonous youth
Seems like language is the easiest way society adopts culture from another society.
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limited social integration
Intentional for immigrants to maintain culture and language.
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he owners of such businesses also serve theirautochthonous customers in the local European vernacular.
Colonization intended to dominate the countries they immigrated to. New immigration is to benefit the individual/family immigrating, not to dominate.
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affluent
Previous migrants did not retain their language as easily as they had to learn the common language to survive. Affluent migrants are able to retain their own language while still learning/using the common/local language.
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Literacy and modern telecommunication technology have made it harder forthese immigrants to give up their heritage languages,
Interesting that globalization has developed to the point where technology allows retention of indigenous languages to be easier than before.
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This linguistically-mixed-background resettlement has exerted another pressure on the children, in addition to thatemanating from the host population at large, to socialize in the host countries’ and localneighborhood vernaculars
Children of immigrants/refugees often have the pressures of "fitting in" to the new society while having the pull of their own culture to keep their traditions.
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urban Natives in the formerexploitation colonies have generally remained in contact with their relatives in the rural areas
Keeping indigenous languages has to be intentional.
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Also, the Europeans became dominant majority populations inthe settlement colonies, whereas the Natives remained the overwhelming, excluded majoritiesin the exploitation colonies.
When there is pressure and force to conform to a society's culture, indigenous language is lost.
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learned the language that met their more common communication needs
Communication needed for society to function; involves learning dominant language. Other means and reasons to preserve native language have to evolve.
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education
Education is key to learning a language; if majority people and society does not use an indigenous language, it is not valued to educate people in that language. However, those who do not have access to the education of the majority language are hindered from fully participating in society. This is also true of immigrants/refugees who are welcomed into a country, but the country does not provide the means for them to thrive in the country through education in the dominant language.
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subordination of indigenous languages
Communication controlled by those in command.
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indentured servitude andslavery were practiced
Societies not integrated by choice whether economic or social, etc. cause languages to stratify and possibly eliminate languages in favor of the dominating language group.
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hese changeshave made the cities more multilingual in indigenous languages.
Importance of which language used sometimes based on needs of society.
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Europeanlanguages were taught or which were taught in European languages
There are now organizations that value and encourage indigenous languages.
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new urban vernaculars
As societies developed and changed, so did the language, its use and structure.
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interfaced between the colonizers andthe masses of the indigenous populations.
Language needed to connect people across all social statuses for the benefit of society.
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These learned the languages of both
Language important in the interaction between societies for the benefit and function of all societies.
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distinct populations that share the same topographicspace but do not generally interact with each other.
Can this occur for long periods of time, or do they always eventually interact with each other?
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wever, the focus in this essay on the communal level makes it easierto frame the discussion from a historical perspective, regarding especially linguistic DIVERSITY,the MARGINALIZATION of some languages spoken in the same polity, the opposition betweenDOMINANT vs. MINORITY languages, and the ecological factors that produce these states of affairs. Iuse the terms ecology and ecological in reference to factors outside a language, such as thesocioeconomic structure in which its speakers evolve, that bear on its vitality and/or itsstructures (Mufwene 2001, 2008).
Affecting language use: diversity, marginalization, dominant/minority, ecological
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