Ethical Issues in Research Involving Children in TESOL and Applied Linguistics

Udi Samanhudi

doi:10.22437/ijolte.v2i1.4807

Abstract

This study sets out to address the ethical issues involved in studies concerning English language learning and acquisition which involve children (those under 18 years of age as outlined in the UN Convention on the Rights of the Child) as participants. This small-scale study focused on the analysis of ethical issues in three preliminary of samples of studies which involve children in the field of TESOL and Applied Linguistics. These three articles involved children as participants and are published in reviewed journals in the area of TESOL and Applied Linguistics. The results indicate that although implicitly presented, the informed consent and protection issues have generally been fulfilled by the researchers of the three articles. However, a more explicit explanation needs to be given more spaces in the research report in order to make it more transparent to the public (Peter, 2015; Thomas, 2009) and to ensure that the research is rigorous and significant (Dikema, 2009).

Highlights

IntroductionChildren were considered incapable of explaining their viewpoint even about their own lives (see Pinter, 2014; Kirk, 2007; Curtis & Cicchetti, 2003; Punch, 2002b)
The current literature documents the past practice of research involving children in which the majority of issues concerning children’s opinions, perspectives and lives, in general, were explored from the perspectives of adult researchers (Huang et al, 2014; Kirk, 2006).At that time, according to Huang et al, (2014), children were seen differently from normal adults in that they were seen as immature human beings in understanding the world.Children were considered incapable of explaining their viewpoint even about their own lives
The results indicate that implicitly presented, the informed consent and protection issues have generally been fulfilled by the researchers of the three articles

Summary

Introduction

Children were considered incapable of explaining their viewpoint even about their own lives (see Pinter, 2014; Kirk, 2007; Curtis & Cicchetti, 2003; Punch, 2002b). Their world explored through the perspectives and understandings of adult caretakers who are close to them such as their parents or teachers (Christensen & James, 2000). Research concerning children in social sciences such as in the field of TESOL and Applied Linguistics tended to be more about them rather than directly involved the children in the research (Pinter, 2004; Christensen & James, 2000; Hill, 1997)

Methods

Results

Conclusion