Abstract
This paper provides a further investigation into the application of Correspondence Analysis (CA) as outlined by Greenacre (1984, 1993), which is one technique for “quantifying qualitative data” in research on learning and teaching. It also builds on the utilisation of CA in the development of the emerging discipline of English as an International Language provided by Hassall and Ganesh (1996, 1999). This is accomplished by considering its application to the analysis of attitudinal data that positions the developing pedagogy of Teaching English as an International Language (TEIL) (see Hassall, 1996a & ff.) within the more established discipline of World Englishes (cf. Kachru, 1985, 1990). The multidimensional statistical technique Correspondence Analysis is used to provide an assessment of the interdependence of the rows and columns of a data matrix (primarily, a two-way contingency table). In this case, attitudinal data, produced at a number of international workshops which focused on the development of a justifiable pedagogy for Teaching English as an International Language (TEIL), are examined to provide a more complete picture of how these venues differed from each other with respect to the collective responses of the respondents. CA facilitates dimensionality reduction and provides graphical displays in low-dimensional spaces. In other words, it converts the rows and columns of a data matrix or contingency table into a series of points on a graph. The current study presents analyses of two different interpretations of this data.
Highlights
This paper discusses the use of a statistical technique (Correspondence Analysis) which can help researchers to identify relative tendencies in people’s responses to a range of issues
The participants were asked to provide autobiographical information related to World Englishes, and to express their attitudes to tentative statements or “insights” concerning Teaching English as an International Language (TEIL) and to more well-known insights related to World Englishes (WE)
Forum included a high proportion of practitioners directly involved in the discipline of World Englishes [IPC academics were involved in a number of other specialized disciplines including International Environmental Studies, International Relations, International Business, Global Communications and Tourism, for further background information on IPC see Hassall (1996b, 2002)]; all respondents to the survey, except for those on the Portland State University World Englishes course, were academics; the workshop held at IAWE5, Tsukuba, Japan involved the most homogeneous group both culturally and linguistically
Summary
This paper discusses the use of a statistical technique (Correspondence Analysis) which can help researchers to identify relative tendencies in people’s responses to a range of issues. The collective responses of workshop participants to a number of insights related to the new pedagogy of TEIL were investigated with reference to the strength of the participants’ reactions at different conference venues. The most basic form of CA employs a contingency table of just two categorical variables, and generates the 'correspondence' of categories of variables, which forms the basis for developing graphical displays This enables us to compare the relationship between the two categorical variables - In this case, the particular insights and the workshop locations – with reference to the strength of the participants’ responses. All the participants were either international students with first-hand experience of an international English education, or academics from a wide variety of global locations, involved in the discipline of World Englishes or expected to deal with international students who employ a wide variety of Englishes depending on their country of origin
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