Why should I care? Research ethics in the field of adult L2 Literacy
DOI:
https://doi.org/10.51751/dujal23614Keywords:
research ethics, adult literacy, LESLLA, ethics of careAbstract
The aim of research ethics is to ensure that research is conducted responsibly, with respect for the rights, dignity and wellbeing of participants. This viewpoint paper describes ethical challenges that can arise when conducting research with adult migrants who are learning an additional language (L2), while also acquiring literacy for the first time. Anchored in our own experiences, we reflect on how an ethics of care perspective corresponds to the relational and contextual realities of our research. Through this lens, we advocate for deeper consideration of the responsibilities and responsiveness of researchers and ethics committees when assessing and addressing the potential vulnerabilities of participants. In this paper we offer the following viewpoints for consideration:
- Standard institutional (macro) research ethics procedures are often inappropriate when involving adult L2 literacy learners in research.
- Ethics procedures do not prepare you for the reflexive, micro-ethical decision-making that is usually required when conducting research with these learners, and can create barriers for inclusive research practices.
- Ethical procedures and practices should embrace an ethics of care framework, encouraging caring conduct throughout the research process and in consideration of all involved.
Downloads
References
Andringa, S., & Godfroid, A. (2020). Sampling bias and the problem of generalizability in applied linguistics. Annual Review of Applied Linguistics, 40, 134–142. https://doi.org/10.1017/S0267190520000033
Barnes, M., Brannely, T., Ward, L., & Ward, N. (2015). Introduction: the critical significance of care. In Ethics of care: critical advances in international perspective. (pp. 3–19). Bristol University Press. https://doi.org/10.46692/9781447316527.001
Bigelow, M., & Tarone, E. (2004). The role of literacy level in second language acquisition: Doesn’t who we study determine what we know? TESOL Quarterly, 38(4), 689–700. https://doi.org/https://doi.org/10.2307/3588285
British Educational Research Association [BERA]. (2018). Ethical Guidelines for Educational Research. BERA. https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018
Dalderop, K. (2024). Investigating Language Learning Strategy Use in Adult L2 Literacy: A Constructivist Grounded Theory. In N. Thomas, J. Schneider, & S. Zhou (Eds.), Qualitative research on language learning strategies and self-regulation. Special Issue: AILA Review, 37(2).
De Costa, P. (2024). What’s ethics got to do with applied linguistics? Revisiting the past, considering the present, and being optimistic about the future of our field. Research Methods in Applied Linguistics, 3(1). https://doi.org/10.1016/j.rmal.2024.100103
De Costa, P., Lee, J., Rawal, H., & Li, W. (2019). Ethics in applied linguistics research. In J. McKinley & H. R. (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.
Dewilde, J., & Rodrick Beiler, I. (2021). When we see that kind of language, “someone is going to jail.” https://ether.leeds.ac.uk/when-we-see-that-kind-of-language-someone-is-going-to-jail/
Deygers, B., & Vanbuel, M. (2022). Gauging the impact of literacy and educational background on receptive vocabulary scores. Language Testing, 39(2), 191–211. https://doi.org/DOI: 10.1177/02655322211049097
Dingwall, R. (2016). The social costs of ethics regulation. In W. C. Van den Hoonaard & A. Hamilton (Eds.), The ethics rupture. Alternatives to formal research ethics review. University of Toronto Press.
Fischer, B. A. (2006). A summary of important documents in the field of research ethics. Schizofrenia Bulletin, 32(1), 69–80. https://doi.org/10.1093/schbul/sbj005
Fox, A., Baker, S., Charitonos, K., Jack, V., & Moser-Mercer, B. (2020). Ethics-in-practice in fragile contexts: Research in education for displaced persons, refugees and asylum seekers. British Educational Research Journal, 46(4), 829–847. https://doi.org/10.1002/berj.3618
Gilligan, C. (1982). In a different voice. Harvard University Press.
Haggerty, K. D. (2004). Ethics Creep: Governing Social Science research in the name of ethics. Qualitative Sociology, 27(4), 391–414.
Held, V. (2006). The ethics of care: Personal, political, and global. Oxford University Press.
Hooft, H., Vandermeerschen, H., Chakkar, S., Vandommele, G., De Cuyper, P., & Schiepers, M. (2020). Laaggeletterheid bij volwassen nieuwkomers in de Belgische asielopvang. https://www.arts.kuleuven.be/cto/onderzoek/onderzoek-geletterdheid/laaggeletterdheid-bij-nieuwkomers-in-de-opvang/fedasil-laaggeletterdheid-bij-nieuwkomers-isbn.pdf
Housen, M. (2022). Stagneren in het taalleerproces. Les, 40(221). https://www.tijdschriftles.nl/inhoud/tijdschrift_artikel/LE-40-221-11/Stagneren-in-het-taalleerproces
Kosny, A., Maceachen, E., Lifshen, M., & Smith, P. (2014). Another person in the room: Using interpreters during interviews with immigrant workers. Qualitative Health Research, 24(6), 837–845. https://doi.org/10.1177/1049732314535666
Luna, F. (2019). Identifying and evaluating layers of vulnerability – a way forward. Bioethics, 19(2), 86–95. https://doi.org/https://doi.org/10.1111/dewb.12206
Mackenzie, C., McDowell, C., & Pittaway, E. (2007). Beyond ‘Do no harm’: The challenge of constructing ethical relationships in refugee research. Journal of Refugee Studies, 20(2), 299–319. https://doi.org/10.1093/jrs/fem008
Malessa, E. (2023). Enhancing ethical research participation and inclusion of marginalized adult migrant learners: An early career researcher’s perspective. Forum Qualitative Sozialforschung, 24(3), 1–23. https://doi.org/https://doi.org/10.17169/fqs-24.3.4100
Michaud, A. H., Fortier, V., & Amireault, V. (2022). “Do I have to sign my real name?” Ethical and methodological challenges in multilingual research with adult SLIFE learning French as a second language. Languages, 7(126), 1–16. https://doi.org/https://doi.org/10.3390/languages7020126
Minuz, F., Kurvers, J., Neab, R., Rocca, L., &, & Schramm, K. (2022). Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants (LASLLIAM). Council of Europe.
Norlund Shaswar, A., & Wedin, A. (2019). Language learning strategies and teaching practices in adult L2 education: The case of Swedish for immigrants. Apples Journal of Applied Language Studies, 13(3), 17–34. https://doi.org/https://doi.org/10.17011/apples/urn.201907063590
NWO. (2016). Nederlandse gedragscode wetenschappelijke integriteit (pp. 1–51). https://www.nwo.nl/nederlandse-gedragscode-wetenschappelijke-integriteit
Ortega, L. (2005). For what and for whom is our research? The ethical as transformative lens in instructed SLA. Modern Language Journal, 89(3), 427–443. https://doi.org/10.1111/j.1540-4781.2005.00315.x
Perry, K. H. (2011). Ethics, vulnerability, and speakers of other languages: How university IRBs (do not) speak to research involving refugee particpants. Qulaitative Inquiry, 17(10), 899–912. https://doi.org/101177/1077800411425006
Pettersen, T. (2011). The ethics of care: normative structures and empirical implications. Health Care Anal, 19, 51–64. https://doi.org/10.1007/s10728-010-0163-7
Plonsky, L. (2023). Sampling and generalizability in Lx research: A second-order synthesis. Languages, 8(1), 1–13. https://doi.org/https://doi.org/10.3390/languages8010075
Rocca, L., Carlsen, C. H., & Deygers, B. (2020). Linguistic integration of adult migrants: requirements and learning opportunities. https://rm.coe.int/linguistic-integration-of-adult-migrants-requirements-and-learning-opp/16809b93cb
Rodrick Beiler, I., & Dewilde, J. (2024). “When we use that kind of language… someone is going to jail”: relationality and aesthetic interpretation in initial research encounters. Applied Linguistics Review. https://doi.org/10.1515/applirev-2024-0085
Shepperd, L. (2022). Including underrepresented language learners in SLA research: A case study and considerations for internet-based methods. Research Methods in Applied Linguistics, 1. https://doi.org/https://doi.org/10.1016/j.rmal.2022.100031
Sidaway, K. (2024). Reflexive participant collaboration: researching ‘with’ adult migrant learners of English. Language and Intercultural Communication, 24(5), 443–457. https://doi.org/10.1080/14708477.2024.2383250
Strube, S. (2014). Worstelen met de mondelinge vaardigheden. Les, 32(192). https://www.tijdschriftles.nl/inhoud/tijdschrift_artikel/LE-32-192-10/Worstelen-met-de-mondelinge-vaardigheden
Strube, S. (2015). Het is makkelijker gezegd dan gedaan. Kopzorgen in de alfaklas. Les, 33(online only). https://www.tijdschriftles.nl/inhoud/tijdschrift_artikel/LE-33-0-9/Het-is-makkelijker-gezegd-dan-gedaan-Deel-1
Terlingen, S., & Jaspers, H. (2016). Intern onderzoek: Meer verdachte Eritrese tolken bij IND. https://www.oneworld.nl/archief/intern-onderzoek-meer-verdachte-eritrese-tolken-bij-ind/
Thomas, M., & Pettitt, N. (2017). Informed consent in research on second language acquisition. In Second Language Research (Vol. 33, Issue 2, pp. 271–288). SAGE Publications Ltd. https://doi.org/10.1177/0267658316670206
Tronto, J. (1993). Moral boundaries. A political argument for an ethic of care. Routledge. https://doi.org/10.4324/9781003070672
Uitvoeringsbrief inburgering, (2022). https://open.overheid.nl/documenten/ronl-76927808ece245766c77fab5cded38399f4b0a3f/pdf
Yaw, K., Plonsky, L., Larsson, T., Sterling, S., & Kytö, M. (2023). Research ethics in Applied Linguistics. Language Teaching, 56, 478–494. https://doi.org/10.1017/S0261444823000010
Published
Issue
Section
License
Copyright (c) 2026 Dr. Louise Shepperd, Dr. Kaatje Dalderop
This work is licensed under a Creative Commons Attribution 4.0 International License.
