Using IPA to Explore Multilingual Learning Experience and Identity: A Personal Reflection on Methodological Issues

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Issues of Representation in Qualitative Research

Abstract

This paper provides a personal reflection on methodological issues in terms of data collection and analysis using interpretative phenomenological analysis (IPA) to explore ethnic minority (Mongol Chinese) students’ trilingual learning experience and their identity construction in language learning. IPA, as a contemporary qualitative methodology, has developed quickly in psychology and other fields of social science, but it gets limited attention and practice in investigating how ethnic minority students negotiate their identities in multilingual education. Mongol Chinese as the target participants are interviewed online to share their subjective learning experience and perspectives on self-building. The reflection in this paper will focus on the multilingual and ethical challenges that arise in this IPA project.

Author

• Disi Ai, The University of Manchester