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    Wyświetlanie 1-2 z 2
    Tytuł:
    Navigating the cumulative effects of family language policy during childhood for immigrant youth in Canada
    Autorzy:
    MACCORMAC, MEGAN
    MACCORMAC, KATHERINE
    Powiązania:
    https://bibliotekanauki.pl/articles/1202980.pdf
    Data publikacji:
    2021-05-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    family language policy
    migration
    language shift
    parent-child relations
    Childhood inequality
    language maintenance
    Opis:
    One of the most influential decisions that immigrant parents must make for their children involves establishing a set of rules and norms governing what language(s) they will be raised with and how they will acquire proficiency in the dominant languages of the host society, a process known as family language policy. Such decisions can have long lasting effects for immigrant children into adulthood by influencing their integration into the host society and transition towards adult life. Using retrospective, in-depth interview data collected from young immigrant adults, this study explores the ways that parental decisions made throughout an immigrant child’s life course regarding language use and learning shape their multilingual identity and attitude towards the use of multiple languages in their everyday adult life. Findings suggest that the linguistic decisions parents make in the early years of an immigrant youths’ life have lasting impacts on them in terms of connecting to family members and culture in adulthood. We found that when parents created either a flexible or strict family language policy, such policies produced more positive experiences in the migration and early settlement process for immigrant youth compared to those whose parents did not form a family language policy.
    Źródło:
    Society Register; 2021, 5, 2; 31-56
    2544-5502
    Pojawia się w:
    Society Register
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    “Why was I not taught to use this software earlier?” A gendered exploration of university students’ beliefs towards their future use of CAQDAS
    Autorzy:
    Megan, MacCormac,
    Powiązania:
    https://bibliotekanauki.pl/articles/890457.pdf
    Data publikacji:
    2019-07-12
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    QDAS
    technology
    teaching qualitative research
    computer software
    research methodology
    gendered reflexivity
    Opis:
    The use of computer-assisted qualitative data analysis software (CAQDAS) for the organization and analysis of qualitative data has been a hotly debated topic among qualitative researchers since the inception of the technology in the 1980s (Smith & Hesse-Biber, 1996; and Bong, 2002). Proponents of the software claim that QDAS can help strengthen the validity, reliability, and accuracy of data analysis, whereas critics have cautioned that the use of such software distances the researchers from the data and attempts to make the data objective (Saldaña, 2013). The debates surrounding the use of qualitative software have contributed to a lack of student training in academic settings. Consequently, few studies have examined the student experience and decision-making process regarding the use of QDAS in the university setting (Paulus, Woods, Atkins, & Mackin, 2015). Using reflective response data collected from participants of a beginner qualitative coding workshop, this paper adds to the limited literature on student experiences using QDAS by examining gender differences in how participants critically reflected on their first experience using QDAS and examines the likelihood that participants would use QDAS in their future work. Findings from this study indicate that participants who used QDAS for the first time perceived that there are more potential benefits to using QDAS versus manual coding. Gender differences were present with female participants strongly believing that the software would allow them to be more effective and efficient researchers, and male participants believing that they would be better able to gain deeper insights into their data.
    Źródło:
    International Journal of Pedagogy, Innovation and New Technologies; 2019, 6(1); 58-70
    2392-0092
    Pojawia się w:
    International Journal of Pedagogy, Innovation and New Technologies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-2 z 2

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