TY - JOUR
T1 - Reconceptualizing online discussion forums as a fabricated focus group
T2 - illuminating educators’ language ideologies through asynchronous discussion posts
AU - Cruz, Joshua
AU - Anderson, Kate T.
N1 - Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - We propose a novel method for repurposing online course discussion posts to explore educators’ language ideologies. Drawing on asynchronous discussion posts from a subset of 30 educators enrolled in an online, masters-level, sociolinguistics-for-educators course at a US Southwest university, we “smooth” posts into a dialogue resembling a focus group discussion, a method we are terming a fabricated focus group (FFG). The topic of the discussion forum was defining “Standardized English” (SE), allowing us to observe nuances of participants’ ideological stances, positioned and juxtaposed to one another within a constructed dialogue. Online discussion forums offer a unique tool for researchers/educators to generate a context for student stance taking and reflexivity, which can raise educator’s critical consciousness. FFGs can help us to represent educators’ varying ideological positions and provide direction as instructors of such courses attempt to foster more tolerant, democratic, and empowering attitudes toward cultural and linguistic diversity.
AB - We propose a novel method for repurposing online course discussion posts to explore educators’ language ideologies. Drawing on asynchronous discussion posts from a subset of 30 educators enrolled in an online, masters-level, sociolinguistics-for-educators course at a US Southwest university, we “smooth” posts into a dialogue resembling a focus group discussion, a method we are terming a fabricated focus group (FFG). The topic of the discussion forum was defining “Standardized English” (SE), allowing us to observe nuances of participants’ ideological stances, positioned and juxtaposed to one another within a constructed dialogue. Online discussion forums offer a unique tool for researchers/educators to generate a context for student stance taking and reflexivity, which can raise educator’s critical consciousness. FFGs can help us to represent educators’ varying ideological positions and provide direction as instructors of such courses attempt to foster more tolerant, democratic, and empowering attitudes toward cultural and linguistic diversity.
KW - Language ideologies
KW - discourse
KW - discussion posts
KW - focus groups
KW - subjectivity
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U2 - 10.1080/09518398.2021.1991031
DO - 10.1080/09518398.2021.1991031
M3 - Article
AN - SCOPUS:85118338973
SN - 0951-8398
VL - 37
SP - 19
EP - 37
JO - International Journal of Qualitative Studies in Education
JF - International Journal of Qualitative Studies in Education
IS - 1
ER -