How do we design and conduct cross-language research? A reflexive approach building on Squires' criteria

Abstract

PurposeThis paper demonstrates complexity surrounding cross-language research involving an interpreter and illustrates how the author attempted to ensure methodological rigor through modifying and applying Squires' criteria to the design and conduct of her education research.Design/methodology/approachThis research employed Squires' recommendations for cross-language research as methodological guidelines for designing and conducting cross-language research. The research involved focus group discussions with teachers working in an ethnic minority boarding school in Laos and an interpreter who helped translating/transcribing interviews in Lao to English and data analysis.FindingsFrom applying Squires' criteria, this paper introduces a reflexive set of recommendations for researchers conducting a wide range of qualitative cross-language research.Originality/valueMost meta-criteria for cross-language research are developed to evaluate the quality of cross-language research. However, the soundness of a set of meta-criteria as one tool to evaluate all cross-language research might be questionable due to qualitative studies' diverse epistemological grounds. This paper argues that meta-criteria can serve as a critical and reflexive guide for cross-language researchers when used from the research design and on. The paper also suggests a new set of recommendations which may facilitate more reflexive approaches to cross-language research.