509028257 03 01 01 JB John Benjamins Publishing Company 01 JB code RMAL 7 Eb 15 9789027246332 06 10.1075/rmal.7 DG 002 02 01 RMAL 02 2590-096X Research Methods in Applied Linguistics 7 01 rmal.7 01 https://benjamins.com 02 https://benjamins.com/catalog/rmal.7 1 B01 Peter I. De Costa De Costa, Peter I. Peter I. De Costa Michigan State University 2 B01 Amr Rabie-Ahmed Rabie-Ahmed, Amr Amr Rabie-Ahmed Nazarbayev University 3 B01 Carlo Cinaglia Cinaglia, Carlo Carlo Cinaglia Michigan State University 01 eng 390 xii 371 + index LAN009000 v.2006 CF 2 24 JB Subject Scheme LIN.APPL Applied linguistics 06 01 This volume contributes to ongoing discussions of ethics in Applied Linguistics scholarship by focusing in-depth on several different sub-areas within the field. The book is comprised of four sections: methodological approaches to research; specific participant populations and contexts of research, (language) pedagogy and policy; and personal and interactive aspects of research and scholarship. Moving beyond discussions of how ethics is conceptualized or defined, the chapters in this volume explore ethics-in-practice by examining context-specific ethical challenges and offering guidance for current and future Applied Linguistics scholars. This volume responds to the need to provide context-specific research ethics training for graduate students and novice researchers interested in a variety of contexts and methodological approaches. After engaging with this volume, new and experienced applied linguists alike will gain familiarity with specific ethical challenges and practices within particular sub-disciplines relevant to their work and across the field more broadly. 04 09 01 https://benjamins.com/covers/475/rmal.7.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027218971.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027218971.tif 06 09 01 https://benjamins.com/covers/1200_front/rmal.7.hb.png 07 09 01 https://benjamins.com/covers/125/rmal.7.png 25 09 01 https://benjamins.com/covers/1200_back/rmal.7.hb.png 27 09 01 https://benjamins.com/covers/3d_web/rmal.7.hb.png 10 01 JB code rmal.7.toc v viii 4 Miscellaneous 1 10 01 JB code rmal.7.for ix xii 4 Miscellaneous 2 1 A01 Martha Bigelow Bigelow, Martha Martha Bigelow University of Minnesota 10 01 JB code rmal.7.int 1 7 7 Chapter 3 1 A01 Carlo Cinaglia Cinaglia, Carlo Carlo Cinaglia Michigan State University 2 A01 Amr Rabie-Ahmed Rabie-Ahmed, Amr Amr Rabie-Ahmed Nazarbayev University 3 A01 Peter I. De Costa De Costa, Peter I. Peter I. De Costa Michigan State University 01 This chapter introduces the volume by contextualizing it within recent developments in Applied Linguistics research methodology, with a specific focus on research ethics. It discusses the importance of developing a context-sensitive research ethics, and it situates the volume in response to key publications that have begun to examine context-specific ethical issues in Applied Linguistics research. Following this, the chapter outlines the different sections within the volume and describes the structure and contents of each chapter, serving as a roadmap and point of entry for readers. 10 01 JB code rmal.7.s1 9 1 Section header 4 10 01 JB code rmal.7.01plo 10 27 18 Chapter 5 1 A01 Luke Plonsky Plonsky, Luke Luke Plonsky Northern Arizona University 2 A01 Tove Larsson Larsson, Tove Tove Larsson Northern Arizona University 3 A01 Scott Sterling Sterling, Scott Scott Sterling Indiana State University 4 A01 Merja Kytö Kytö, Merja Merja Kytö Uppsala University 5 A01 Kate Yaw Yaw, Kate Kate Yaw University of South Florida 6 A01 Margaret Wood Wood, Margaret Margaret Wood Northern Arizona University 01 A growing body of research has begun to address ethical issues in the context of Applied Linguistics (e.g., De Costa, 2016; Isbell et al., 2022). One of the messages inherent in this line of inquiry is that ethical concerns are embedded throughout the research cycle from study conceptualization to realization, dissemination, application, and beyond (see Bernstein et al., this volume). With this concern in mind, the present study sought to catalog and develop a taxonomy of what are often referred to as ‘questionable research practices’ (QRPs; Steneck, 2006) and related decisions that come into play in the conduct of quantitative Applied Linguistics research. These include practices such as selective reporting and obscuring of methodological details to limit criticism. Using existing taxonomies developed in neighboring disciplines as a starting point (e.g., Tauginienė et al., 2019), we employed the <i>Delphi method</i> to elicit responses on potential QRPs in an iterative fashion from an expert panel as well as from peer scholars. The analyses of these data resulted in a domain-specific taxonomy that laid the groundwork for a large-scale survey that assessed the prevalence and perceived severity of ethical issues and QRPs found specifically in quantitative Applied Linguistics research (Larsson et al., 2023). The results are also be used to inform materials for methodological training in research ethics in Applied Linguistics and related disciplines (see De Costa et al., 2021; Wood et al., 2024, in press). 10 01 JB code rmal.7.02bro 28 44 17 Chapter 6 1 A01 Gavin Brookes Brookes, Gavin Gavin Brookes Lancaster University 2 A01 Tony McEnery McEnery, Tony Tony McEnery Lancaster University 01 In this chapter, we explore the ethical considerations attending to research and practice in corpus linguistics. Despite the ubiquity of ethical dilemmas in corpus construction and use, there has been scant literature dedicated to ethical practices within the discipline. This gap is particularly pronounced given the increasing engagement with digital and online data sources, which pose unique ethical challenges regarding issues such as consent, privacy, and the public-private dichotomy. The chapter addresses these ethical considerations, and more besides, from the inter-related perspectives of research participants, corpus builders, distributors, and users. Importantly, the chapter highlights how ethical considerations are not confined to discrete stages of corpus linguistic projects but, rather, are interwoven throughout the research lifecycle. Key issues addressed include informed consent, participant anonymity, the ethical implications of using publicly available versus private communications, and the responsibilities of corpus users to ensure the meaningful, truthful, and fair representation of their findings. The chapter aims to respond to the need for more nuanced ethical guidelines that reflect the diversity of data sources and research contexts that characterise contemporary corpus linguistics, advocating for a reflective, case-by-case approach to ethical decision-making. 10 01 JB code rmal.7.03ban 45 59 15 Chapter 7 1 A01 Dario Banegas Banegas, Dario Dario Banegas University of Edinburgh 01 Educational action research (EAR) is often employed in language education by practitioners and researchers who wish to engage in bottom-up, collaborative forms of research that merge teaching, learning, and inquiry. EAR is characterised by having a direct impact on the teaching and learning processes as it is often carried out by teachers with their own students. EAR can be approached as a practical or transformational endeavour to improve language teaching and learning. Whatever the architecture supporting EAR, there are a few macro- and micro-ethical issues that must be acknowledged. In this chapter, I draw on my experience as a researcher leading an EAR project carried out with secondary school teachers and learners in Argentina to discuss ethical issues related to quality of evidence, quality of purpose, and quality of outcome. The article includes a series of takeways to support the ethical design, implementation, and evaluation/afterlife of an EAR project. 10 01 JB code rmal.7.04kay 60 72 13 Chapter 8 1 A01 Hayriye Kayi-Aydar Kayi-Aydar, Hayriye Hayriye Kayi-Aydar University of Arizona 01 This chapter centers around the ethical issues in regard to classroom-based Applied Linguistics research. More specifically, the purpose of the chapter is to offer a critical discussion of ethical considerations regarding the issues of gaining access to research site/participants and their stories, developing an ongoing consent, and being an ethical storyteller and advocate when collecting, analyzing, and sharing data obtained from teachers and learners in K-12 classrooms. I share examples of my own research experience with culturally and linguistically diverse K-12 classrooms in the U.S. in exploring the tensions regarding ethics in qualitative research processes. 10 01 JB code rmal.7.05mar 73 87 15 Chapter 9 1 A01 Francesca Marino Marino, Francesca Francesca Marino University of South Florida 2 A01 Dacota Liska Liska, Dacota Dacota Liska University of South Florida 3 A01 Matt Kessler Kessler, Matt Matt Kessler University of South Florida 01 While ethics has received a great deal of attention in research exploring second language (L2) learning and teaching within offline settings (e.g., face-to-face classrooms), there has been relatively less discussion of ethical decision-making processes in online research settings. However, online research presents new ethical challenges which need to be addressed, encompassing issues such as the blurred distinction between public and private data, source traceability, online security, and the potential risk of personal information disclosure. These concerns are particularly relevant to computer-assisted language learning (CALL) research employing information and communication technologies. The current chapter discusses ethical challenges in CALL by focusing on both classroom-oriented CALL research (i.e., L2 studies conducted in more formal educational settings) and social media-related CALL investigations (i.e., studies conducted in informal settings, typically involving social media platforms and mobile apps). Specifically, this chapter addresses three common ethical challenges faced by researchers, including: (1) gaining informed consent, (2) obtaining permissions, and (3) protecting participants’ privacy. We first provide concrete examples from published literature to illustrate effective strategies for navigating these challenges. Afterwards, we offer critical reflections and additional practical suggestions aimed at helping CALL scholars responsibly conduct research in digital locales. 10 01 JB code rmal.7.06ber 88 110 23 Chapter 10 1 A01 Katie Bernstein Bernstein, Katie Katie Bernstein Arizona State University 2 A01 Usree Bhattacharya Bhattacharya, Usree Usree Bhattacharya University of Georgia 3 A01 Jennifer Johnson Johnson, Jennifer Jennifer Johnson Stanford University 01 What are a researcher’s ethical obligations when creating transcripts that represent young children’s complex communicative repertoires? How do those obligations shape transcription choices, such as which codes and modes are represented and how? In this chapter, we draw on our collective years of ethnographic research with young children in diverse language settings to argue for viewing transcription choices as ethical considerations. We share three vignettes from our own research with young children with complex communicative repertoires, including multilingualism, signed languages, and augmentative and alternative communication (AAC) devices. In each case, we share our transcription dilemmas, the decisions we ultimately made, and the ideas that informed those decisions. We end with guiding questions for researchers to help them make transcription decisions that are not just technically and theoretically sound, but also ethically sound. 10 01 JB code rmal.7.07gao 111 120 10 Chapter 11 1 A01 Xuesong Gao Gao, Xuesong Xuesong Gao School of Education 10 01 JB code rmal.7.s2 121 1 Section header 12 10 01 JB code rmal.7.08kan 122 136 15 Chapter 13 1 A01 Sara Kangas Kangas, Sara Sara Kangas Lehigh University 01 Critical research by nature is emancipatory, seeking to disrupt existing structures of systems, such as those in K-12 schools, that privilege particular groups while disenfranchising others. With such critical frameworks in research studies, however, competing interests among participants can emerge, exacerbating broader issues of privilege and oppression. Yet, applied linguists in the earliest years of their doctoral studies and careers are left ill-equipped to manage such conflicts and the ethical dilemmas they present. This chapter aims to lessen this oversight in training in two ways. First, the chapter draws upon the experiences that one critical applied linguist encountered in her research in schools. The researcher discovered that attempting to safeguard the well-being of <i>all</i> participants in a study is an untenable endeavor, especially when participants have disparate interests that contend with one another. Drawing upon illustrative examples from her research on multilingual learners with disabilities, the chapter lays bare the ethical dilemmas often present in critical inquiries and yet that do not surface in typical empirical publications. Second, the chapter offers recommendations for doctoral students and early-career applied linguists to consider as they conduct critical studies in schools with minoritized student groups. 10 01 JB code rmal.7.09sim 137 155 19 Chapter 14 1 A01 James Simpson Simpson, James James Simpson Hong Kong University of Science and Technology 2 A01 Mike Chick Chick, Mike Mike Chick University of South Wales 01 Applied Linguistics research, teacher-research and scholarship with adult language learners who are migrants holds ethical challenges in relation to social and political contexts that are under-examined in the TESOL/Applied Linguistics literature and in practice. The critical exploration in this chapter addresses this gap. With examples from participatory research-and-practice initiatives in the UK, the chapter advocates a critical participatory approach towards research, one that is oriented towards the promotion of social justice. Such an approach can support the empowerment of participants as they respond to challenging and unethical policy landscapes: through their active participation in research, learners and practitioners may be better equipped with the tools they need for resistance and change. First, the authors describe how language education researchers working with adult migrants have adopted a reflexive, critical and activist orientation towards their work. They then discuss research that relates to practice which is not attendant on top-down policy moves, and which itself might inform a critical, emancipatory orientation towards policy formation. To end, they reflect further on the notion of research that empowers, and the impact this might have on policy and practice. 10 01 JB code rmal.7.10dri 156 172 17 Chapter 15 1 A01 Meagan Y. Driver Driver, Meagan Y. Meagan Y. Driver Michigan State University 01 In this chapter, I explore ethical considerations for conducting Applied Linguistics research on heritage speakers and offer recommendations for building understanding and commitment to ethically-informed practices when working with heritage communities. First, I discuss the ethical questions that arise in each stage of research development, keeping in mind the great diversity within and across heritage communities and the particular importance of ethical awareness that must go beyond traditional principles of research ethics. These include stages relating to definitions and terminology, research objectives, participant recruitment and inclusion criteria, data collection, and dissemination of results. Next, I provide specific examples of the ethical challenges I have faced in my own work, particularly relating to cultural, linguistic, and sociopolitical factors, when weighing the risks and benefits of various research decisions, and I expand on the steps taken to resolve each issue. I close the chapter with a reflection on the core ethical tensions that may arise for in-group and out-group researchers when working with heritage participants and make suggestions for scholars who intend to adopt practices that are ethically sound and appropriate for working with heritage speakers and their communities. 10 01 JB code rmal.7.11nak 173 192 20 Chapter 16 1 A01 Satoru Nakagawa Nakagawa, Satoru Satoru Nakagawa University of Manitoba 2 A01 Sandra Kouritzin Kouritzin, Sandra Sandra Kouritzin University of Manitoba 01 The ethical issue we address in this chapter is the role of Indigenous language experts who do not live in the community where an Indigenous language is spoken. Specifically, we question the ethics as well as the ethical protocols for engaging in research with Indigenous language speakers in the context of language revitalization discourses. We suggest that any judgments or decisions made by non-Indigenous language speakers with regard to standardization, orthography, digitization, pedagogy, and advocacy must be regarded as attempts at cultural and linguistic appropriation. We suggest that archiving or documenting Indigenous languages is best considered linguistic taxidermy, another move of colonization that we call fina-colonialism. In short, with reference to the specific languages of Tokunoshima, Japan, we discuss the ethics of research that purportedly aims at decolonizing, but in which Indigenous language speakers are rendered exotic representations of their own identities, commodified according to cosmopolitan interests and global tastes. 10 01 JB code rmal.7.12obe 193 210 18 Chapter 17 1 A01 Robyn Ober Ober, Robyn Robyn Ober Batchelor Institute 2 A01 Sender Dovchin Dovchin, Sender Sender Dovchin School of Education 3 A01 Rhonda Oliver Oliver, Rhonda Rhonda Oliver School of Education 01 In this chapter, we discuss how “yarning” — a traditional way of communicating, making and sharing meaning within Aboriginal society — may work as a research paradigm and methodology for qualitative ethnographic studies in applied linguistics. Yarning involves story telling as part of cooperative conversations and helps in the development of knowledge for all involved in the process, reflecting Indigenous knowledge system. Beyond a cultural practice, it is also gaining increasing recognition as an important and culturally appropriate way to undertake data collection with Australian first nations people. The chapter suggests that while the yarning space can be a flexible context to co-construct relationships and understanding, there is also a need for caution “to expect the unexpected”. Non-Aboriginal researchers in the Aboriginal space should not be afraid to ask for Aboriginal participants’ feedback and follow-up diligently on this advice. 10 01 JB code rmal.7.13sta 211 217 7 Chapter 18 1 A01 Sue Starfield Starfield, Sue Sue Starfield University of New South Wales 10 01 JB code rmal.7.s3 219 1 Section header 19 10 01 JB code rmal.7.14wri 220 236 17 Chapter 20 1 A01 Wayne E. Wright Wright, Wayne E. Wayne E. Wright Purdue University 01 In this chapter I discuss the macro- and micro-ethical ethical dilemmas I have faced in four past and current research projects with bilingual students in physical and online learning spaces. These include obtaining IRB approval, securing informed consent, ensuring participant confidentiality, addressing unanticipated ethical issues in the field, and making decisions about appropriate public uses of the data. I discuss how research in online learning spaces can introduce new macro- and micro-ethical issues. To illustrate macro-ethical issues, I will provide two examples from studies in heritage language programs to demonstrate challenges related to following IRB protocols. Next, to illustrate micro-ethical issues, I discuss a series of ethical questions which arose during a study of newcomer ELL students. Finally, I will discuss both macro- and micro-ethics issues myself and members of our larger research team have addressed or continue to grapple with in a large-scale longitudinal study of ELL and dual language bilingual education (DLBE) teachers. The chapter concludes by reaffirming the need for ethical reflexivity and responsible decision making during all phases of the research process, and offers suggestions for doing so. 10 01 JB code rmal.7.15yan 237 250 14 Chapter 21 1 A01 Xun Yan Yan, Xun Xun Yan University of Illinois at Urbana-Champaign 2 A01 Melissa Bowles Bowles, Melissa Melissa Bowles University of Illinois at Urbana-Champaign 01 Considerable attention has been given to ethical issues in language testing since the 1990s, with several special issues, volumes, and international conferences dedicated to fairness and justice in assessment (Davies, 1997, 2004; Kunnan, 2000; McNamara, Knoch, &#38; Fan, 2019). In this chapter we review existing work, focusing on how ethical issues can arise at any stage of the assessment process — from initial test development through test administration, test scoring, and test use. Each of these four stages requires different quality control procedures to ensure fairness and ethical standards, namely, (1) fairness review during test development; (2) accommodations during test development; (3) bias analysis after test scoring; and (4) communication with stakeholders about ethical test use. Informed by ethical codes of practice created by language testing associations (e.g., the International Language Testing Association (ILTA) Code of Ethics), we provide specific examples to show steps that can be taken in each phase to ensure that ethical standards are upheld. Examples of ethical issues and the corresponding quality control procedures in this chapter are taken from a local, university-based English speaking test in the US. While some of the quality control procedures require language or pedagogy-related content expertise, others require specialized knowledge and skills in measurement and statistics. Finally, we conclude by recommending best practice to guide test developers and test users. We argue that assurance of ethical standards in language testing requires collaboration between language testers and other stakeholders. 10 01 JB code rmal.7.16tar 251 267 17 Chapter 22 1 A01 Christine M. Tardy Tardy, Christine M. Christine M. Tardy University of Arizona 2 A01 Jaime F. Mejia Mayorga Mejia Mayorga, Jaime F. Jaime F. Mejia Mayorga University of Arizona 3 A01 Emily Palese Palese, Emily Emily Palese University of Arizona 01 This chapter examines ethics in the work of L2 writing program administration in transnational higher education (TNHE). We specifically examine how the border-crossing nature of TNHE settings can give rise to conflicts of values and ethical dilemmas for administrators. In this chapter, we begin by reviewing the complex setting in which TNHE takes place and how navigating its institutional, political, and cultural complexities involves traversing multiple value systems. We then describe in detail two ethical dilemmas that we experience resulting from the complexity of the TNHE setting: the first relates to ethical issues related to assessment and language proficiency, and the second relates to institutional policies and practices in employees’ work-life. We use these two examples to illustrate how viewing challenging administrative issues through a lens of values and ethics allows us to reflect on and adjust our own practices and cultural biases. We end the chapter by outlining three guiding principles (related to communication, representation, and transparency) that we have found can serve as a compass for taking needed action in such complex administrative contexts. 10 01 JB code rmal.7.17leu 268 286 19 Chapter 23 1 A01 Constant Leung Leung, Constant Constant Leung King’s College London 01 The ethical issues raised in this discussion are set against the backdrop of the English as an Additional Language (EAL) curriculum and teaching provision for school students from ethnolingusitic minority communities in England. At present over 19% of the school population is categorized as EAL users/learners. I will first provide a background description of the educational policy response to ethnolinguistic diversity in the past fifty years. The second part the discussion will focus on the educational consequences of the overwhelmingly monolingual English-language curriculum environment (except for foreign modern languages such as French). It will be shown that policy rhetoric and real-world consequences have not lined up coherently. After that I will examine the principles of equality and entitlement with reference to the works of Rawls, Taylor and others as they relate to the ‘mainstreaming’ approach to education provision in the context of ethnolinguistic diversity. I will conclude with some observations on the possible curricular and pedagogic provision that would begin to recognise minoritized EAL students’ language education needs. While the focus of this discussion is on EAL in England, it is hoped that some of the arguments for equity for all would resonate with the considerations for minoritized students on grounds of language, disabilities, gender and other issues in public education in other world locations. 10 01 JB code rmal.7.18sch 287 295 9 Chapter 24 1 A01 Jamie L. Schissel Schissel, Jamie L. Jamie L. Schissel University of North Carolina at Greensboro 10 01 JB code rmal.7.s4 297 1 Section header 25 10 01 JB code rmal.7.19jen 298 311 14 Chapter 26 1 A01 Christopher J. Jenks Jenks, Christopher J. Christopher J. Jenks Utrecht University 2 A01 Jerry Won Lee Lee, Jerry Won Jerry Won Lee University of California 01 Collaborative research and co-authoring are ubiquitous work practices in higher education. With current funding models and promotion expectations, research is becoming more collaborative with publications co-authored by two or more scholars. Macro-level ethical guidelines established by professional organizations are a useful starting point for understanding how to approach collaborations and co-authorships, as much has been already said about how to work responsibly within a given discipline. However, questions of ethics in research need be pursued by tempering macro-level guidelines with micro-level considerations, such as the unique and specific challenges that are involved in working on diverse empirical topics. To this end, we draw on our experiences co-authoring publications to explore the relationship between micro-level considerations and macro-level guidelines in applied linguistics research. We explore the complexities of distributing responsibilities to a team of researchers, managing uneven power dynamics, and negotiating the authorship order for contributors. By grounding our discussion within the context of actual work done in collaboration by both authors, we provide readers with concrete examples of how to attend to the ethics of collaborative research and co-authoring. 10 01 JB code rmal.7.20cin 312 329 18 Chapter 27 1 A01 Carlo Cinaglia Cinaglia, Carlo Carlo Cinaglia Michigan State University 2 A01 Amr Rabie-Ahmed Rabie-Ahmed, Amr Amr Rabie-Ahmed Nazarbayev University 01 Ethics can be understood as a set of virtues guiding human behavior to ensure that an individual’s actions respect and positively impact both the self and greater society. In academic research, discussions of ethics are often associated with ensuring that a study’s procedures affect research participants in humane ways. In this chapter, we reflect inward and consider the importance of applying ethical principles to the broader experience of being graduate students in applied linguistics. We consider this important since graduate students engage in different activities as part of their academic and professional development, all of which have the potential to affect themselves and others both positively and negatively. We begin by discussing three specific challenges graduate students face that pose ethical dilemmas. Next, we share examples from our own experience as graduate students in the United States, illustrating how we faced and attempted to respond to these challenges in our practice. Finally, we offer suggestions and highlight resources for graduate students to adopt a stance of reflexivity as an ethical practice to engage mindfully with their work and advocate for their own wellbeing. 10 01 JB code rmal.7.21ste 330 342 13 Chapter 28 1 A01 Scott Sterling Sterling, Scott Scott Sterling Indiana State University 01 Within academia, we often compartmentalizes our work into research, service, and teaching. This creates an illusion of separation, neglecting the interconnectedness of these activities. A typical day involves a blend of tasks — meetings, mentoring, teaching, emails — sometimes leaving limited time for research, the very activity that often defines our scholarly value. Thus a conundrum exists: How can we excel in research if its time allotment is constantly squeezed by other necessary duties? Further complicating matters, these pressures can push scholars towards ethically questionable research practices (QRPs) with far-ranging outcomes. <br />This chapter explores this very issue by discussing two non-research projects, one in community engagement and another in science communication. Both projects aligned with my scholarly role, yet presented unforeseen ethical dilemmas. While not being ‘research’ in the traditional sense, both projects had an impact on my ability to ethically conduct research. By discussing the challenges that arose during these projects, the chapter highlights the importance of understanding research decision making and how decisions made in one sphere of our academic lives can impact others. 10 01 JB code rmal.7.22dec 343 356 14 Chapter 29 1 A01 Peter I. De Costa De Costa, Peter I. Peter I. De Costa Michigan State University 2 A01 Susan M. Gass Gass, Susan M. Susan M. Gass Michigan State University 3 A01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 4 A01 Luke Plonsky Plonsky, Luke Luke Plonsky Northern Arizona University 01 This chapter is a collective reflection on key ethical dilemmas encountered by four past and/or current editors of journals in diverse sub-fields of Applied Linguistics. We reflect on (i) our understanding of ethics in relation to journal editing; (ii) specific ethical challenges we faced in our editorial work and how they were resolved; and (iii) global considerations about the adoption of ethical practices in Applied Linguistics journal editing in the current world of academic publishing. 10 01 JB code rmal.7.23say 357 365 9 Chapter 30 1 A01 Peter Sayer Sayer, Peter Peter Sayer Ohio State University 10 01 JB code rmal.7.24duf 366 371 6 Chapter 31 1 A01 Patricia A. Duff Duff, Patricia A. Patricia A. Duff University of British Columbia 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 02 December 2024 20241215 2024 John Benjamins B.V. 02 WORLD 13 15 9789027218971 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 10 20241215 01 06 Institutional price 00 120.00 EUR R 01 05 Consumer price 00 36.00 EUR R 01 06 Institutional price 00 101.00 GBP Z 01 05 Consumer price 00 30.00 GBP Z 01 06 Institutional price inst 00 156.00 USD S 01 05 Consumer price cons 00 47.00 USD S 453028256 03 01 01 JB John Benjamins Publishing Company 01 JB code RMAL 7 Hb 15 9789027218186 BB 01 RMAL 02 2590-096X Research Methods in Applied Linguistics 7 01 rmal.7 01 https://benjamins.com 02 https://benjamins.com/catalog/rmal.7 1 B01 Peter I. De Costa De Costa, Peter I. Peter I. De Costa Michigan State University 2 B01 Amr Rabie-Ahmed Rabie-Ahmed, Amr Amr Rabie-Ahmed Nazarbayev University 3 B01 Carlo Cinaglia Cinaglia, Carlo Carlo Cinaglia Michigan State University 01 eng 390 xii 371 + index LAN009000 v.2006 CF 2 24 JB Subject Scheme LIN.APPL Applied linguistics 06 01 This volume contributes to ongoing discussions of ethics in Applied Linguistics scholarship by focusing in-depth on several different sub-areas within the field. The book is comprised of four sections: methodological approaches to research; specific participant populations and contexts of research, (language) pedagogy and policy; and personal and interactive aspects of research and scholarship. Moving beyond discussions of how ethics is conceptualized or defined, the chapters in this volume explore ethics-in-practice by examining context-specific ethical challenges and offering guidance for current and future Applied Linguistics scholars. This volume responds to the need to provide context-specific research ethics training for graduate students and novice researchers interested in a variety of contexts and methodological approaches. After engaging with this volume, new and experienced Applied linguists alike will gain familiarity with specific ethical challenges and practices within particular sub-disciplines relevant to their work and across the field more broadly. 04 09 01 https://benjamins.com/covers/475/rmal.7.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027218186.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027218186.tif 06 09 01 https://benjamins.com/covers/1200_front/rmal.7.hb.png 07 09 01 https://benjamins.com/covers/125/rmal.7.png 25 09 01 https://benjamins.com/covers/1200_back/rmal.7.hb.png 27 09 01 https://benjamins.com/covers/3d_web/rmal.7.hb.png 10 01 JB code rmal.7.toc v viii 4 Miscellaneous 1 10 01 JB code rmal.7.for ix xii 4 Miscellaneous 2 1 A01 Martha Bigelow Bigelow, Martha Martha Bigelow University of Minnesota 10 01 JB code rmal.7.int 1 7 7 Chapter 3 1 A01 Carlo Cinaglia Cinaglia, Carlo Carlo Cinaglia Michigan State University 2 A01 Amr Rabie-Ahmed Rabie-Ahmed, Amr Amr Rabie-Ahmed Nazarbayev University 3 A01 Peter I. De Costa De Costa, Peter I. Peter I. De Costa Michigan State University 01 This chapter introduces the volume by contextualizing it within recent developments in Applied Linguistics research methodology, with a specific focus on research ethics. It discusses the importance of developing a context-sensitive research ethics, and it situates the volume in response to key publications that have begun to examine context-specific ethical issues in Applied Linguistics research. Following this, the chapter outlines the different sections within the volume and describes the structure and contents of each chapter, serving as a roadmap and point of entry for readers. 10 01 JB code rmal.7.s1 9 1 Section header 4 10 01 JB code rmal.7.01plo 10 27 18 Chapter 5 1 A01 Luke Plonsky Plonsky, Luke Luke Plonsky Northern Arizona University 2 A01 Tove Larsson Larsson, Tove Tove Larsson Northern Arizona University 3 A01 Scott Sterling Sterling, Scott Scott Sterling Indiana State University 4 A01 Merja Kytö Kytö, Merja Merja Kytö Uppsala University 5 A01 Kate Yaw Yaw, Kate Kate Yaw University of South Florida 6 A01 Margaret Wood Wood, Margaret Margaret Wood Northern Arizona University 01 A growing body of research has begun to address ethical issues in the context of Applied Linguistics (e.g., De Costa, 2016; Isbell et al., 2022). One of the messages inherent in this line of inquiry is that ethical concerns are embedded throughout the research cycle from study conceptualization to realization, dissemination, application, and beyond (see Bernstein et al., this volume). With this concern in mind, the present study sought to catalog and develop a taxonomy of what are often referred to as ‘questionable research practices’ (QRPs; Steneck, 2006) and related decisions that come into play in the conduct of quantitative Applied Linguistics research. These include practices such as selective reporting and obscuring of methodological details to limit criticism. Using existing taxonomies developed in neighboring disciplines as a starting point (e.g., Tauginienė et al., 2019), we employed the <i>Delphi method</i> to elicit responses on potential QRPs in an iterative fashion from an expert panel as well as from peer scholars. The analyses of these data resulted in a domain-specific taxonomy that laid the groundwork for a large-scale survey that assessed the prevalence and perceived severity of ethical issues and QRPs found specifically in quantitative Applied Linguistics research (Larsson et al., 2023). The results are also be used to inform materials for methodological training in research ethics in Applied Linguistics and related disciplines (see De Costa et al., 2021; Wood et al., 2024, in press). 10 01 JB code rmal.7.02bro 28 44 17 Chapter 6 1 A01 Gavin Brookes Brookes, Gavin Gavin Brookes Lancaster University 2 A01 Tony McEnery McEnery, Tony Tony McEnery Lancaster University 01 In this chapter, we explore the ethical considerations attending to research and practice in corpus linguistics. Despite the ubiquity of ethical dilemmas in corpus construction and use, there has been scant literature dedicated to ethical practices within the discipline. This gap is particularly pronounced given the increasing engagement with digital and online data sources, which pose unique ethical challenges regarding issues such as consent, privacy, and the public-private dichotomy. The chapter addresses these ethical considerations, and more besides, from the inter-related perspectives of research participants, corpus builders, distributors, and users. Importantly, the chapter highlights how ethical considerations are not confined to discrete stages of corpus linguistic projects but, rather, are interwoven throughout the research lifecycle. Key issues addressed include informed consent, participant anonymity, the ethical implications of using publicly available versus private communications, and the responsibilities of corpus users to ensure the meaningful, truthful, and fair representation of their findings. The chapter aims to respond to the need for more nuanced ethical guidelines that reflect the diversity of data sources and research contexts that characterise contemporary corpus linguistics, advocating for a reflective, case-by-case approach to ethical decision-making. 10 01 JB code rmal.7.03ban 45 59 15 Chapter 7 1 A01 Dario Banegas Banegas, Dario Dario Banegas University of Edinburgh 01 Educational action research (EAR) is often employed in language education by practitioners and researchers who wish to engage in bottom-up, collaborative forms of research that merge teaching, learning, and inquiry. EAR is characterised by having a direct impact on the teaching and learning processes as it is often carried out by teachers with their own students. EAR can be approached as a practical or transformational endeavour to improve language teaching and learning. Whatever the architecture supporting EAR, there are a few macro- and micro-ethical issues that must be acknowledged. In this chapter, I draw on my experience as a researcher leading an EAR project carried out with secondary school teachers and learners in Argentina to discuss ethical issues related to quality of evidence, quality of purpose, and quality of outcome. The article includes a series of takeways to support the ethical design, implementation, and evaluation/afterlife of an EAR project. 10 01 JB code rmal.7.04kay 60 72 13 Chapter 8 1 A01 Hayriye Kayi-Aydar Kayi-Aydar, Hayriye Hayriye Kayi-Aydar University of Arizona 01 This chapter centers around the ethical issues in regard to classroom-based Applied Linguistics research. More specifically, the purpose of the chapter is to offer a critical discussion of ethical considerations regarding the issues of gaining access to research site/participants and their stories, developing an ongoing consent, and being an ethical storyteller and advocate when collecting, analyzing, and sharing data obtained from teachers and learners in K-12 classrooms. I share examples of my own research experience with culturally and linguistically diverse K-12 classrooms in the U.S. in exploring the tensions regarding ethics in qualitative research processes. 10 01 JB code rmal.7.05mar 73 87 15 Chapter 9 1 A01 Francesca Marino Marino, Francesca Francesca Marino University of South Florida 2 A01 Dacota Liska Liska, Dacota Dacota Liska University of South Florida 3 A01 Matt Kessler Kessler, Matt Matt Kessler University of South Florida 01 While ethics has received a great deal of attention in research exploring second language (L2) learning and teaching within offline settings (e.g., face-to-face classrooms), there has been relatively less discussion of ethical decision-making processes in online research settings. However, online research presents new ethical challenges which need to be addressed, encompassing issues such as the blurred distinction between public and private data, source traceability, online security, and the potential risk of personal information disclosure. These concerns are particularly relevant to computer-assisted language learning (CALL) research employing information and communication technologies. The current chapter discusses ethical challenges in CALL by focusing on both classroom-oriented CALL research (i.e., L2 studies conducted in more formal educational settings) and social media-related CALL investigations (i.e., studies conducted in informal settings, typically involving social media platforms and mobile apps). Specifically, this chapter addresses three common ethical challenges faced by researchers, including: (1) gaining informed consent, (2) obtaining permissions, and (3) protecting participants’ privacy. We first provide concrete examples from published literature to illustrate effective strategies for navigating these challenges. Afterwards, we offer critical reflections and additional practical suggestions aimed at helping CALL scholars responsibly conduct research in digital locales. 10 01 JB code rmal.7.06ber 88 110 23 Chapter 10 1 A01 Katie Bernstein Bernstein, Katie Katie Bernstein Arizona State University 2 A01 Usree Bhattacharya Bhattacharya, Usree Usree Bhattacharya University of Georgia 3 A01 Jennifer Johnson Johnson, Jennifer Jennifer Johnson Stanford University 01 What are a researcher’s ethical obligations when creating transcripts that represent young children’s complex communicative repertoires? How do those obligations shape transcription choices, such as which codes and modes are represented and how? In this chapter, we draw on our collective years of ethnographic research with young children in diverse language settings to argue for viewing transcription choices as ethical considerations. We share three vignettes from our own research with young children with complex communicative repertoires, including multilingualism, signed languages, and augmentative and alternative communication (AAC) devices. In each case, we share our transcription dilemmas, the decisions we ultimately made, and the ideas that informed those decisions. We end with guiding questions for researchers to help them make transcription decisions that are not just technically and theoretically sound, but also ethically sound. 10 01 JB code rmal.7.07gao 111 120 10 Chapter 11 1 A01 Xuesong Gao Gao, Xuesong Xuesong Gao School of Education 10 01 JB code rmal.7.s2 121 1 Section header 12 10 01 JB code rmal.7.08kan 122 136 15 Chapter 13 1 A01 Sara Kangas Kangas, Sara Sara Kangas Lehigh University 01 Critical research by nature is emancipatory, seeking to disrupt existing structures of systems, such as those in K-12 schools, that privilege particular groups while disenfranchising others. With such critical frameworks in research studies, however, competing interests among participants can emerge, exacerbating broader issues of privilege and oppression. Yet, applied linguists in the earliest years of their doctoral studies and careers are left ill-equipped to manage such conflicts and the ethical dilemmas they present. This chapter aims to lessen this oversight in training in two ways. First, the chapter draws upon the experiences that one critical applied linguist encountered in her research in schools. The researcher discovered that attempting to safeguard the well-being of <i>all</i> participants in a study is an untenable endeavor, especially when participants have disparate interests that contend with one another. Drawing upon illustrative examples from her research on multilingual learners with disabilities, the chapter lays bare the ethical dilemmas often present in critical inquiries and yet that do not surface in typical empirical publications. Second, the chapter offers recommendations for doctoral students and early-career applied linguists to consider as they conduct critical studies in schools with minoritized student groups. 10 01 JB code rmal.7.09sim 137 155 19 Chapter 14 1 A01 James Simpson Simpson, James James Simpson Hong Kong University of Science and Technology 2 A01 Mike Chick Chick, Mike Mike Chick University of South Wales 01 Applied Linguistics research, teacher-research and scholarship with adult language learners who are migrants holds ethical challenges in relation to social and political contexts that are under-examined in the TESOL/Applied Linguistics literature and in practice. The critical exploration in this chapter addresses this gap. With examples from participatory research-and-practice initiatives in the UK, the chapter advocates a critical participatory approach towards research, one that is oriented towards the promotion of social justice. Such an approach can support the empowerment of participants as they respond to challenging and unethical policy landscapes: through their active participation in research, learners and practitioners may be better equipped with the tools they need for resistance and change. First, the authors describe how language education researchers working with adult migrants have adopted a reflexive, critical and activist orientation towards their work. They then discuss research that relates to practice which is not attendant on top-down policy moves, and which itself might inform a critical, emancipatory orientation towards policy formation. To end, they reflect further on the notion of research that empowers, and the impact this might have on policy and practice. 10 01 JB code rmal.7.10dri 156 172 17 Chapter 15 1 A01 Meagan Y. Driver Driver, Meagan Y. Meagan Y. Driver Michigan State University 01 In this chapter, I explore ethical considerations for conducting Applied Linguistics research on heritage speakers and offer recommendations for building understanding and commitment to ethically-informed practices when working with heritage communities. First, I discuss the ethical questions that arise in each stage of research development, keeping in mind the great diversity within and across heritage communities and the particular importance of ethical awareness that must go beyond traditional principles of research ethics. These include stages relating to definitions and terminology, research objectives, participant recruitment and inclusion criteria, data collection, and dissemination of results. Next, I provide specific examples of the ethical challenges I have faced in my own work, particularly relating to cultural, linguistic, and sociopolitical factors, when weighing the risks and benefits of various research decisions, and I expand on the steps taken to resolve each issue. I close the chapter with a reflection on the core ethical tensions that may arise for in-group and out-group researchers when working with heritage participants and make suggestions for scholars who intend to adopt practices that are ethically sound and appropriate for working with heritage speakers and their communities. 10 01 JB code rmal.7.11nak 173 192 20 Chapter 16 1 A01 Satoru Nakagawa Nakagawa, Satoru Satoru Nakagawa University of Manitoba 2 A01 Sandra Kouritzin Kouritzin, Sandra Sandra Kouritzin University of Manitoba 01 The ethical issue we address in this chapter is the role of Indigenous language experts who do not live in the community where an Indigenous language is spoken. Specifically, we question the ethics as well as the ethical protocols for engaging in research with Indigenous language speakers in the context of language revitalization discourses. We suggest that any judgments or decisions made by non-Indigenous language speakers with regard to standardization, orthography, digitization, pedagogy, and advocacy must be regarded as attempts at cultural and linguistic appropriation. We suggest that archiving or documenting Indigenous languages is best considered linguistic taxidermy, another move of colonization that we call fina-colonialism. In short, with reference to the specific languages of Tokunoshima, Japan, we discuss the ethics of research that purportedly aims at decolonizing, but in which Indigenous language speakers are rendered exotic representations of their own identities, commodified according to cosmopolitan interests and global tastes. 10 01 JB code rmal.7.12obe 193 210 18 Chapter 17 1 A01 Robyn Ober Ober, Robyn Robyn Ober Batchelor Institute 2 A01 Sender Dovchin Dovchin, Sender Sender Dovchin School of Education 3 A01 Rhonda Oliver Oliver, Rhonda Rhonda Oliver School of Education 01 In this chapter, we discuss how “yarning” — a traditional way of communicating, making and sharing meaning within Aboriginal society — may work as a research paradigm and methodology for qualitative ethnographic studies in applied linguistics. Yarning involves story telling as part of cooperative conversations and helps in the development of knowledge for all involved in the process, reflecting Indigenous knowledge system. Beyond a cultural practice, it is also gaining increasing recognition as an important and culturally appropriate way to undertake data collection with Australian first nations people. The chapter suggests that while the yarning space can be a flexible context to co-construct relationships and understanding, there is also a need for caution “to expect the unexpected”. Non-Aboriginal researchers in the Aboriginal space should not be afraid to ask for Aboriginal participants’ feedback and follow-up diligently on this advice. 10 01 JB code rmal.7.13sta 211 217 7 Chapter 18 1 A01 Sue Starfield Starfield, Sue Sue Starfield University of New South Wales 10 01 JB code rmal.7.s3 219 1 Section header 19 10 01 JB code rmal.7.14wri 220 236 17 Chapter 20 1 A01 Wayne E. Wright Wright, Wayne E. Wayne E. Wright Purdue University 01 In this chapter I discuss the macro- and micro-ethical ethical dilemmas I have faced in four past and current research projects with bilingual students in physical and online learning spaces. These include obtaining IRB approval, securing informed consent, ensuring participant confidentiality, addressing unanticipated ethical issues in the field, and making decisions about appropriate public uses of the data. I discuss how research in online learning spaces can introduce new macro- and micro-ethical issues. To illustrate macro-ethical issues, I will provide two examples from studies in heritage language programs to demonstrate challenges related to following IRB protocols. Next, to illustrate micro-ethical issues, I discuss a series of ethical questions which arose during a study of newcomer ELL students. Finally, I will discuss both macro- and micro-ethics issues myself and members of our larger research team have addressed or continue to grapple with in a large-scale longitudinal study of ELL and dual language bilingual education (DLBE) teachers. The chapter concludes by reaffirming the need for ethical reflexivity and responsible decision making during all phases of the research process, and offers suggestions for doing so. 10 01 JB code rmal.7.15yan 237 250 14 Chapter 21 1 A01 Xun Yan Yan, Xun Xun Yan University of Illinois at Urbana-Champaign 2 A01 Melissa Bowles Bowles, Melissa Melissa Bowles University of Illinois at Urbana-Champaign 01 Considerable attention has been given to ethical issues in language testing since the 1990s, with several special issues, volumes, and international conferences dedicated to fairness and justice in assessment (Davies, 1997, 2004; Kunnan, 2000; McNamara, Knoch, &#38; Fan, 2019). In this chapter we review existing work, focusing on how ethical issues can arise at any stage of the assessment process — from initial test development through test administration, test scoring, and test use. Each of these four stages requires different quality control procedures to ensure fairness and ethical standards, namely, (1) fairness review during test development; (2) accommodations during test development; (3) bias analysis after test scoring; and (4) communication with stakeholders about ethical test use. Informed by ethical codes of practice created by language testing associations (e.g., the International Language Testing Association (ILTA) Code of Ethics), we provide specific examples to show steps that can be taken in each phase to ensure that ethical standards are upheld. Examples of ethical issues and the corresponding quality control procedures in this chapter are taken from a local, university-based English speaking test in the US. While some of the quality control procedures require language or pedagogy-related content expertise, others require specialized knowledge and skills in measurement and statistics. Finally, we conclude by recommending best practice to guide test developers and test users. We argue that assurance of ethical standards in language testing requires collaboration between language testers and other stakeholders. 10 01 JB code rmal.7.16tar 251 267 17 Chapter 22 1 A01 Christine M. Tardy Tardy, Christine M. Christine M. Tardy University of Arizona 2 A01 Jaime F. Mejia Mayorga Mejia Mayorga, Jaime F. Jaime F. Mejia Mayorga University of Arizona 3 A01 Emily Palese Palese, Emily Emily Palese University of Arizona 01 This chapter examines ethics in the work of L2 writing program administration in transnational higher education (TNHE). We specifically examine how the border-crossing nature of TNHE settings can give rise to conflicts of values and ethical dilemmas for administrators. In this chapter, we begin by reviewing the complex setting in which TNHE takes place and how navigating its institutional, political, and cultural complexities involves traversing multiple value systems. We then describe in detail two ethical dilemmas that we experience resulting from the complexity of the TNHE setting: the first relates to ethical issues related to assessment and language proficiency, and the second relates to institutional policies and practices in employees’ work-life. We use these two examples to illustrate how viewing challenging administrative issues through a lens of values and ethics allows us to reflect on and adjust our own practices and cultural biases. We end the chapter by outlining three guiding principles (related to communication, representation, and transparency) that we have found can serve as a compass for taking needed action in such complex administrative contexts. 10 01 JB code rmal.7.17leu 268 286 19 Chapter 23 1 A01 Constant Leung Leung, Constant Constant Leung King’s College London 01 The ethical issues raised in this discussion are set against the backdrop of the English as an Additional Language (EAL) curriculum and teaching provision for school students from ethnolingusitic minority communities in England. At present over 19% of the school population is categorized as EAL users/learners. I will first provide a background description of the educational policy response to ethnolinguistic diversity in the past fifty years. The second part the discussion will focus on the educational consequences of the overwhelmingly monolingual English-language curriculum environment (except for foreign modern languages such as French). It will be shown that policy rhetoric and real-world consequences have not lined up coherently. After that I will examine the principles of equality and entitlement with reference to the works of Rawls, Taylor and others as they relate to the ‘mainstreaming’ approach to education provision in the context of ethnolinguistic diversity. I will conclude with some observations on the possible curricular and pedagogic provision that would begin to recognise minoritized EAL students’ language education needs. While the focus of this discussion is on EAL in England, it is hoped that some of the arguments for equity for all would resonate with the considerations for minoritized students on grounds of language, disabilities, gender and other issues in public education in other world locations. 10 01 JB code rmal.7.18sch 287 295 9 Chapter 24 1 A01 Jamie L. Schissel Schissel, Jamie L. Jamie L. Schissel University of North Carolina at Greensboro 10 01 JB code rmal.7.s4 297 1 Section header 25 10 01 JB code rmal.7.19jen 298 311 14 Chapter 26 1 A01 Christopher J. Jenks Jenks, Christopher J. Christopher J. Jenks Utrecht University 2 A01 Jerry Won Lee Lee, Jerry Won Jerry Won Lee University of California 01 Collaborative research and co-authoring are ubiquitous work practices in higher education. With current funding models and promotion expectations, research is becoming more collaborative with publications co-authored by two or more scholars. Macro-level ethical guidelines established by professional organizations are a useful starting point for understanding how to approach collaborations and co-authorships, as much has been already said about how to work responsibly within a given discipline. However, questions of ethics in research need be pursued by tempering macro-level guidelines with micro-level considerations, such as the unique and specific challenges that are involved in working on diverse empirical topics. To this end, we draw on our experiences co-authoring publications to explore the relationship between micro-level considerations and macro-level guidelines in applied linguistics research. We explore the complexities of distributing responsibilities to a team of researchers, managing uneven power dynamics, and negotiating the authorship order for contributors. By grounding our discussion within the context of actual work done in collaboration by both authors, we provide readers with concrete examples of how to attend to the ethics of collaborative research and co-authoring. 10 01 JB code rmal.7.20cin 312 329 18 Chapter 27 1 A01 Carlo Cinaglia Cinaglia, Carlo Carlo Cinaglia Michigan State University 2 A01 Amr Rabie-Ahmed Rabie-Ahmed, Amr Amr Rabie-Ahmed Nazarbayev University 01 Ethics can be understood as a set of virtues guiding human behavior to ensure that an individual’s actions respect and positively impact both the self and greater society. In academic research, discussions of ethics are often associated with ensuring that a study’s procedures affect research participants in humane ways. In this chapter, we reflect inward and consider the importance of applying ethical principles to the broader experience of being graduate students in applied linguistics. We consider this important since graduate students engage in different activities as part of their academic and professional development, all of which have the potential to affect themselves and others both positively and negatively. We begin by discussing three specific challenges graduate students face that pose ethical dilemmas. Next, we share examples from our own experience as graduate students in the United States, illustrating how we faced and attempted to respond to these challenges in our practice. Finally, we offer suggestions and highlight resources for graduate students to adopt a stance of reflexivity as an ethical practice to engage mindfully with their work and advocate for their own wellbeing. 10 01 JB code rmal.7.21ste 330 342 13 Chapter 28 1 A01 Scott Sterling Sterling, Scott Scott Sterling Indiana State University 01 Within academia, we often compartmentalizes our work into research, service, and teaching. This creates an illusion of separation, neglecting the interconnectedness of these activities. A typical day involves a blend of tasks — meetings, mentoring, teaching, emails — sometimes leaving limited time for research, the very activity that often defines our scholarly value. Thus a conundrum exists: How can we excel in research if its time allotment is constantly squeezed by other necessary duties? Further complicating matters, these pressures can push scholars towards ethically questionable research practices (QRPs) with far-ranging outcomes. <br />This chapter explores this very issue by discussing two non-research projects, one in community engagement and another in science communication. Both projects aligned with my scholarly role, yet presented unforeseen ethical dilemmas. While not being ‘research’ in the traditional sense, both projects had an impact on my ability to ethically conduct research. By discussing the challenges that arose during these projects, the chapter highlights the importance of understanding research decision making and how decisions made in one sphere of our academic lives can impact others. 10 01 JB code rmal.7.22dec 343 356 14 Chapter 29 1 A01 Peter I. De Costa De Costa, Peter I. Peter I. De Costa Michigan State University 2 A01 Susan M. Gass Gass, Susan M. Susan M. Gass Michigan State University 3 A01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 4 A01 Luke Plonsky Plonsky, Luke Luke Plonsky Northern Arizona University 01 This chapter is a collective reflection on key ethical dilemmas encountered by four past and/or current editors of journals in diverse sub-fields of Applied Linguistics. We reflect on (i) our understanding of ethics in relation to journal editing; (ii) specific ethical challenges we faced in our editorial work and how they were resolved; and (iii) global considerations about the adoption of ethical practices in Applied Linguistics journal editing in the current world of academic publishing. 10 01 JB code rmal.7.23say 357 365 9 Chapter 30 1 A01 Peter Sayer Sayer, Peter Peter Sayer Ohio State University 10 01 JB code rmal.7.24duf 366 371 6 Chapter 31 1 A01 Patricia A. Duff Duff, Patricia A. Patricia A. Duff University of British Columbia 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 02 December 2024 20241215 2024 John Benjamins B.V. 02 WORLD 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 10 20241215 01 02 JB 1 00 120.00 EUR R 02 02 JB 1 00 127.20 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 10 20241215 02 02 JB 1 00 101.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 10 20241215 01 gen 02 JB 1 00 156.00 USD 310028258 03 01 01 JB John Benjamins Publishing Company 01 JB code RMAL 7 Pb 15 9789027218179 BC 01 RMAL 02 2590-096X Research Methods in Applied Linguistics 7 01 rmal.7 01 https://benjamins.com 02 https://benjamins.com/catalog/rmal.7 1 B01 Peter I. De Costa De Costa, Peter I. Peter I. De Costa Michigan State University 2 B01 Amr Rabie-Ahmed Rabie-Ahmed, Amr Amr Rabie-Ahmed Nazarbayev University 3 B01 Carlo Cinaglia Cinaglia, Carlo Carlo Cinaglia Michigan State University 01 eng 390 xii 371 + index LAN009000 v.2006 CF 2 24 JB Subject Scheme LIN.APPL Applied linguistics 06 01 This volume contributes to ongoing discussions of ethics in Applied Linguistics scholarship by focusing in-depth on several different sub-areas within the field. The book is comprised of four sections: methodological approaches to research; specific participant populations and contexts of research, (language) pedagogy and policy; and personal and interactive aspects of research and scholarship. Moving beyond discussions of how ethics is conceptualized or defined, the chapters in this volume explore ethics-in-practice by examining context-specific ethical challenges and offering guidance for current and future Applied Linguistics scholars. This volume responds to the need to provide context-specific research ethics training for graduate students and novice researchers interested in a variety of contexts and methodological approaches. After engaging with this volume, new and experienced applied linguists alike will gain familiarity with specific ethical challenges and practices within particular sub-disciplines relevant to their work and across the field more broadly. 04 09 01 https://benjamins.com/covers/475/rmal.7.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027218971.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027218971.tif 06 09 01 https://benjamins.com/covers/1200_front/rmal.7.pb.png 07 09 01 https://benjamins.com/covers/125/rmal.7.png 25 09 01 https://benjamins.com/covers/1200_back/rmal.7.pb.png 27 09 01 https://benjamins.com/covers/3d_web/rmal.7.pb.png 10 01 JB code rmal.7.toc v viii 4 Miscellaneous 1 10 01 JB code rmal.7.for ix xii 4 Miscellaneous 2 1 A01 Martha Bigelow Bigelow, Martha Martha Bigelow University of Minnesota 10 01 JB code rmal.7.int 1 7 7 Chapter 3 1 A01 Carlo Cinaglia Cinaglia, Carlo Carlo Cinaglia Michigan State University 2 A01 Amr Rabie-Ahmed Rabie-Ahmed, Amr Amr Rabie-Ahmed Nazarbayev University 3 A01 Peter I. De Costa De Costa, Peter I. Peter I. De Costa Michigan State University 01 This chapter introduces the volume by contextualizing it within recent developments in Applied Linguistics research methodology, with a specific focus on research ethics. It discusses the importance of developing a context-sensitive research ethics, and it situates the volume in response to key publications that have begun to examine context-specific ethical issues in Applied Linguistics research. Following this, the chapter outlines the different sections within the volume and describes the structure and contents of each chapter, serving as a roadmap and point of entry for readers. 10 01 JB code rmal.7.s1 9 1 Section header 4 10 01 JB code rmal.7.01plo 10 27 18 Chapter 5 1 A01 Luke Plonsky Plonsky, Luke Luke Plonsky Northern Arizona University 2 A01 Tove Larsson Larsson, Tove Tove Larsson Northern Arizona University 3 A01 Scott Sterling Sterling, Scott Scott Sterling Indiana State University 4 A01 Merja Kytö Kytö, Merja Merja Kytö Uppsala University 5 A01 Kate Yaw Yaw, Kate Kate Yaw University of South Florida 6 A01 Margaret Wood Wood, Margaret Margaret Wood Northern Arizona University 01 A growing body of research has begun to address ethical issues in the context of Applied Linguistics (e.g., De Costa, 2016; Isbell et al., 2022). One of the messages inherent in this line of inquiry is that ethical concerns are embedded throughout the research cycle from study conceptualization to realization, dissemination, application, and beyond (see Bernstein et al., this volume). With this concern in mind, the present study sought to catalog and develop a taxonomy of what are often referred to as ‘questionable research practices’ (QRPs; Steneck, 2006) and related decisions that come into play in the conduct of quantitative Applied Linguistics research. These include practices such as selective reporting and obscuring of methodological details to limit criticism. Using existing taxonomies developed in neighboring disciplines as a starting point (e.g., Tauginienė et al., 2019), we employed the <i>Delphi method</i> to elicit responses on potential QRPs in an iterative fashion from an expert panel as well as from peer scholars. The analyses of these data resulted in a domain-specific taxonomy that laid the groundwork for a large-scale survey that assessed the prevalence and perceived severity of ethical issues and QRPs found specifically in quantitative Applied Linguistics research (Larsson et al., 2023). The results are also be used to inform materials for methodological training in research ethics in Applied Linguistics and related disciplines (see De Costa et al., 2021; Wood et al., 2024, in press). 10 01 JB code rmal.7.02bro 28 44 17 Chapter 6 1 A01 Gavin Brookes Brookes, Gavin Gavin Brookes Lancaster University 2 A01 Tony McEnery McEnery, Tony Tony McEnery Lancaster University 01 In this chapter, we explore the ethical considerations attending to research and practice in corpus linguistics. Despite the ubiquity of ethical dilemmas in corpus construction and use, there has been scant literature dedicated to ethical practices within the discipline. This gap is particularly pronounced given the increasing engagement with digital and online data sources, which pose unique ethical challenges regarding issues such as consent, privacy, and the public-private dichotomy. The chapter addresses these ethical considerations, and more besides, from the inter-related perspectives of research participants, corpus builders, distributors, and users. Importantly, the chapter highlights how ethical considerations are not confined to discrete stages of corpus linguistic projects but, rather, are interwoven throughout the research lifecycle. Key issues addressed include informed consent, participant anonymity, the ethical implications of using publicly available versus private communications, and the responsibilities of corpus users to ensure the meaningful, truthful, and fair representation of their findings. The chapter aims to respond to the need for more nuanced ethical guidelines that reflect the diversity of data sources and research contexts that characterise contemporary corpus linguistics, advocating for a reflective, case-by-case approach to ethical decision-making. 10 01 JB code rmal.7.03ban 45 59 15 Chapter 7 1 A01 Dario Banegas Banegas, Dario Dario Banegas University of Edinburgh 01 Educational action research (EAR) is often employed in language education by practitioners and researchers who wish to engage in bottom-up, collaborative forms of research that merge teaching, learning, and inquiry. EAR is characterised by having a direct impact on the teaching and learning processes as it is often carried out by teachers with their own students. EAR can be approached as a practical or transformational endeavour to improve language teaching and learning. Whatever the architecture supporting EAR, there are a few macro- and micro-ethical issues that must be acknowledged. In this chapter, I draw on my experience as a researcher leading an EAR project carried out with secondary school teachers and learners in Argentina to discuss ethical issues related to quality of evidence, quality of purpose, and quality of outcome. The article includes a series of takeways to support the ethical design, implementation, and evaluation/afterlife of an EAR project. 10 01 JB code rmal.7.04kay 60 72 13 Chapter 8 1 A01 Hayriye Kayi-Aydar Kayi-Aydar, Hayriye Hayriye Kayi-Aydar University of Arizona 01 This chapter centers around the ethical issues in regard to classroom-based Applied Linguistics research. More specifically, the purpose of the chapter is to offer a critical discussion of ethical considerations regarding the issues of gaining access to research site/participants and their stories, developing an ongoing consent, and being an ethical storyteller and advocate when collecting, analyzing, and sharing data obtained from teachers and learners in K-12 classrooms. I share examples of my own research experience with culturally and linguistically diverse K-12 classrooms in the U.S. in exploring the tensions regarding ethics in qualitative research processes. 10 01 JB code rmal.7.05mar 73 87 15 Chapter 9 1 A01 Francesca Marino Marino, Francesca Francesca Marino University of South Florida 2 A01 Dacota Liska Liska, Dacota Dacota Liska University of South Florida 3 A01 Matt Kessler Kessler, Matt Matt Kessler University of South Florida 01 While ethics has received a great deal of attention in research exploring second language (L2) learning and teaching within offline settings (e.g., face-to-face classrooms), there has been relatively less discussion of ethical decision-making processes in online research settings. However, online research presents new ethical challenges which need to be addressed, encompassing issues such as the blurred distinction between public and private data, source traceability, online security, and the potential risk of personal information disclosure. These concerns are particularly relevant to computer-assisted language learning (CALL) research employing information and communication technologies. The current chapter discusses ethical challenges in CALL by focusing on both classroom-oriented CALL research (i.e., L2 studies conducted in more formal educational settings) and social media-related CALL investigations (i.e., studies conducted in informal settings, typically involving social media platforms and mobile apps). Specifically, this chapter addresses three common ethical challenges faced by researchers, including: (1) gaining informed consent, (2) obtaining permissions, and (3) protecting participants’ privacy. We first provide concrete examples from published literature to illustrate effective strategies for navigating these challenges. Afterwards, we offer critical reflections and additional practical suggestions aimed at helping CALL scholars responsibly conduct research in digital locales. 10 01 JB code rmal.7.06ber 88 110 23 Chapter 10 1 A01 Katie Bernstein Bernstein, Katie Katie Bernstein Arizona State University 2 A01 Usree Bhattacharya Bhattacharya, Usree Usree Bhattacharya University of Georgia 3 A01 Jennifer Johnson Johnson, Jennifer Jennifer Johnson Stanford University 01 What are a researcher’s ethical obligations when creating transcripts that represent young children’s complex communicative repertoires? How do those obligations shape transcription choices, such as which codes and modes are represented and how? In this chapter, we draw on our collective years of ethnographic research with young children in diverse language settings to argue for viewing transcription choices as ethical considerations. We share three vignettes from our own research with young children with complex communicative repertoires, including multilingualism, signed languages, and augmentative and alternative communication (AAC) devices. In each case, we share our transcription dilemmas, the decisions we ultimately made, and the ideas that informed those decisions. We end with guiding questions for researchers to help them make transcription decisions that are not just technically and theoretically sound, but also ethically sound. 10 01 JB code rmal.7.07gao 111 120 10 Chapter 11 1 A01 Xuesong Gao Gao, Xuesong Xuesong Gao School of Education 10 01 JB code rmal.7.s2 121 1 Section header 12 10 01 JB code rmal.7.08kan 122 136 15 Chapter 13 1 A01 Sara Kangas Kangas, Sara Sara Kangas Lehigh University 01 Critical research by nature is emancipatory, seeking to disrupt existing structures of systems, such as those in K-12 schools, that privilege particular groups while disenfranchising others. With such critical frameworks in research studies, however, competing interests among participants can emerge, exacerbating broader issues of privilege and oppression. Yet, applied linguists in the earliest years of their doctoral studies and careers are left ill-equipped to manage such conflicts and the ethical dilemmas they present. This chapter aims to lessen this oversight in training in two ways. First, the chapter draws upon the experiences that one critical applied linguist encountered in her research in schools. The researcher discovered that attempting to safeguard the well-being of <i>all</i> participants in a study is an untenable endeavor, especially when participants have disparate interests that contend with one another. Drawing upon illustrative examples from her research on multilingual learners with disabilities, the chapter lays bare the ethical dilemmas often present in critical inquiries and yet that do not surface in typical empirical publications. Second, the chapter offers recommendations for doctoral students and early-career applied linguists to consider as they conduct critical studies in schools with minoritized student groups. 10 01 JB code rmal.7.09sim 137 155 19 Chapter 14 1 A01 James Simpson Simpson, James James Simpson Hong Kong University of Science and Technology 2 A01 Mike Chick Chick, Mike Mike Chick University of South Wales 01 Applied Linguistics research, teacher-research and scholarship with adult language learners who are migrants holds ethical challenges in relation to social and political contexts that are under-examined in the TESOL/Applied Linguistics literature and in practice. The critical exploration in this chapter addresses this gap. With examples from participatory research-and-practice initiatives in the UK, the chapter advocates a critical participatory approach towards research, one that is oriented towards the promotion of social justice. Such an approach can support the empowerment of participants as they respond to challenging and unethical policy landscapes: through their active participation in research, learners and practitioners may be better equipped with the tools they need for resistance and change. First, the authors describe how language education researchers working with adult migrants have adopted a reflexive, critical and activist orientation towards their work. They then discuss research that relates to practice which is not attendant on top-down policy moves, and which itself might inform a critical, emancipatory orientation towards policy formation. To end, they reflect further on the notion of research that empowers, and the impact this might have on policy and practice. 10 01 JB code rmal.7.10dri 156 172 17 Chapter 15 1 A01 Meagan Y. Driver Driver, Meagan Y. Meagan Y. Driver Michigan State University 01 In this chapter, I explore ethical considerations for conducting Applied Linguistics research on heritage speakers and offer recommendations for building understanding and commitment to ethically-informed practices when working with heritage communities. First, I discuss the ethical questions that arise in each stage of research development, keeping in mind the great diversity within and across heritage communities and the particular importance of ethical awareness that must go beyond traditional principles of research ethics. These include stages relating to definitions and terminology, research objectives, participant recruitment and inclusion criteria, data collection, and dissemination of results. Next, I provide specific examples of the ethical challenges I have faced in my own work, particularly relating to cultural, linguistic, and sociopolitical factors, when weighing the risks and benefits of various research decisions, and I expand on the steps taken to resolve each issue. I close the chapter with a reflection on the core ethical tensions that may arise for in-group and out-group researchers when working with heritage participants and make suggestions for scholars who intend to adopt practices that are ethically sound and appropriate for working with heritage speakers and their communities. 10 01 JB code rmal.7.11nak 173 192 20 Chapter 16 1 A01 Satoru Nakagawa Nakagawa, Satoru Satoru Nakagawa University of Manitoba 2 A01 Sandra Kouritzin Kouritzin, Sandra Sandra Kouritzin University of Manitoba 01 The ethical issue we address in this chapter is the role of Indigenous language experts who do not live in the community where an Indigenous language is spoken. Specifically, we question the ethics as well as the ethical protocols for engaging in research with Indigenous language speakers in the context of language revitalization discourses. We suggest that any judgments or decisions made by non-Indigenous language speakers with regard to standardization, orthography, digitization, pedagogy, and advocacy must be regarded as attempts at cultural and linguistic appropriation. We suggest that archiving or documenting Indigenous languages is best considered linguistic taxidermy, another move of colonization that we call fina-colonialism. In short, with reference to the specific languages of Tokunoshima, Japan, we discuss the ethics of research that purportedly aims at decolonizing, but in which Indigenous language speakers are rendered exotic representations of their own identities, commodified according to cosmopolitan interests and global tastes. 10 01 JB code rmal.7.12obe 193 210 18 Chapter 17 1 A01 Robyn Ober Ober, Robyn Robyn Ober Batchelor Institute 2 A01 Sender Dovchin Dovchin, Sender Sender Dovchin School of Education 3 A01 Rhonda Oliver Oliver, Rhonda Rhonda Oliver School of Education 01 In this chapter, we discuss how “yarning” — a traditional way of communicating, making and sharing meaning within Aboriginal society — may work as a research paradigm and methodology for qualitative ethnographic studies in applied linguistics. Yarning involves story telling as part of cooperative conversations and helps in the development of knowledge for all involved in the process, reflecting Indigenous knowledge system. Beyond a cultural practice, it is also gaining increasing recognition as an important and culturally appropriate way to undertake data collection with Australian first nations people. The chapter suggests that while the yarning space can be a flexible context to co-construct relationships and understanding, there is also a need for caution “to expect the unexpected”. Non-Aboriginal researchers in the Aboriginal space should not be afraid to ask for Aboriginal participants’ feedback and follow-up diligently on this advice. 10 01 JB code rmal.7.13sta 211 217 7 Chapter 18 1 A01 Sue Starfield Starfield, Sue Sue Starfield University of New South Wales 10 01 JB code rmal.7.s3 219 1 Section header 19 10 01 JB code rmal.7.14wri 220 236 17 Chapter 20 1 A01 Wayne E. Wright Wright, Wayne E. Wayne E. Wright Purdue University 01 In this chapter I discuss the macro- and micro-ethical ethical dilemmas I have faced in four past and current research projects with bilingual students in physical and online learning spaces. These include obtaining IRB approval, securing informed consent, ensuring participant confidentiality, addressing unanticipated ethical issues in the field, and making decisions about appropriate public uses of the data. I discuss how research in online learning spaces can introduce new macro- and micro-ethical issues. To illustrate macro-ethical issues, I will provide two examples from studies in heritage language programs to demonstrate challenges related to following IRB protocols. Next, to illustrate micro-ethical issues, I discuss a series of ethical questions which arose during a study of newcomer ELL students. Finally, I will discuss both macro- and micro-ethics issues myself and members of our larger research team have addressed or continue to grapple with in a large-scale longitudinal study of ELL and dual language bilingual education (DLBE) teachers. The chapter concludes by reaffirming the need for ethical reflexivity and responsible decision making during all phases of the research process, and offers suggestions for doing so. 10 01 JB code rmal.7.15yan 237 250 14 Chapter 21 1 A01 Xun Yan Yan, Xun Xun Yan University of Illinois at Urbana-Champaign 2 A01 Melissa Bowles Bowles, Melissa Melissa Bowles University of Illinois at Urbana-Champaign 01 Considerable attention has been given to ethical issues in language testing since the 1990s, with several special issues, volumes, and international conferences dedicated to fairness and justice in assessment (Davies, 1997, 2004; Kunnan, 2000; McNamara, Knoch, &#38; Fan, 2019). In this chapter we review existing work, focusing on how ethical issues can arise at any stage of the assessment process — from initial test development through test administration, test scoring, and test use. Each of these four stages requires different quality control procedures to ensure fairness and ethical standards, namely, (1) fairness review during test development; (2) accommodations during test development; (3) bias analysis after test scoring; and (4) communication with stakeholders about ethical test use. Informed by ethical codes of practice created by language testing associations (e.g., the International Language Testing Association (ILTA) Code of Ethics), we provide specific examples to show steps that can be taken in each phase to ensure that ethical standards are upheld. Examples of ethical issues and the corresponding quality control procedures in this chapter are taken from a local, university-based English speaking test in the US. While some of the quality control procedures require language or pedagogy-related content expertise, others require specialized knowledge and skills in measurement and statistics. Finally, we conclude by recommending best practice to guide test developers and test users. We argue that assurance of ethical standards in language testing requires collaboration between language testers and other stakeholders. 10 01 JB code rmal.7.16tar 251 267 17 Chapter 22 1 A01 Christine M. Tardy Tardy, Christine M. Christine M. Tardy University of Arizona 2 A01 Jaime F. Mejia Mayorga Mejia Mayorga, Jaime F. Jaime F. Mejia Mayorga University of Arizona 3 A01 Emily Palese Palese, Emily Emily Palese University of Arizona 01 This chapter examines ethics in the work of L2 writing program administration in transnational higher education (TNHE). We specifically examine how the border-crossing nature of TNHE settings can give rise to conflicts of values and ethical dilemmas for administrators. In this chapter, we begin by reviewing the complex setting in which TNHE takes place and how navigating its institutional, political, and cultural complexities involves traversing multiple value systems. We then describe in detail two ethical dilemmas that we experience resulting from the complexity of the TNHE setting: the first relates to ethical issues related to assessment and language proficiency, and the second relates to institutional policies and practices in employees’ work-life. We use these two examples to illustrate how viewing challenging administrative issues through a lens of values and ethics allows us to reflect on and adjust our own practices and cultural biases. We end the chapter by outlining three guiding principles (related to communication, representation, and transparency) that we have found can serve as a compass for taking needed action in such complex administrative contexts. 10 01 JB code rmal.7.17leu 268 286 19 Chapter 23 1 A01 Constant Leung Leung, Constant Constant Leung King’s College London 01 The ethical issues raised in this discussion are set against the backdrop of the English as an Additional Language (EAL) curriculum and teaching provision for school students from ethnolingusitic minority communities in England. At present over 19% of the school population is categorized as EAL users/learners. I will first provide a background description of the educational policy response to ethnolinguistic diversity in the past fifty years. The second part the discussion will focus on the educational consequences of the overwhelmingly monolingual English-language curriculum environment (except for foreign modern languages such as French). It will be shown that policy rhetoric and real-world consequences have not lined up coherently. After that I will examine the principles of equality and entitlement with reference to the works of Rawls, Taylor and others as they relate to the ‘mainstreaming’ approach to education provision in the context of ethnolinguistic diversity. I will conclude with some observations on the possible curricular and pedagogic provision that would begin to recognise minoritized EAL students’ language education needs. While the focus of this discussion is on EAL in England, it is hoped that some of the arguments for equity for all would resonate with the considerations for minoritized students on grounds of language, disabilities, gender and other issues in public education in other world locations. 10 01 JB code rmal.7.18sch 287 295 9 Chapter 24 1 A01 Jamie L. Schissel Schissel, Jamie L. Jamie L. Schissel University of North Carolina at Greensboro 10 01 JB code rmal.7.s4 297 1 Section header 25 10 01 JB code rmal.7.19jen 298 311 14 Chapter 26 1 A01 Christopher J. Jenks Jenks, Christopher J. Christopher J. Jenks Utrecht University 2 A01 Jerry Won Lee Lee, Jerry Won Jerry Won Lee University of California 01 Collaborative research and co-authoring are ubiquitous work practices in higher education. With current funding models and promotion expectations, research is becoming more collaborative with publications co-authored by two or more scholars. Macro-level ethical guidelines established by professional organizations are a useful starting point for understanding how to approach collaborations and co-authorships, as much has been already said about how to work responsibly within a given discipline. However, questions of ethics in research need be pursued by tempering macro-level guidelines with micro-level considerations, such as the unique and specific challenges that are involved in working on diverse empirical topics. To this end, we draw on our experiences co-authoring publications to explore the relationship between micro-level considerations and macro-level guidelines in applied linguistics research. We explore the complexities of distributing responsibilities to a team of researchers, managing uneven power dynamics, and negotiating the authorship order for contributors. By grounding our discussion within the context of actual work done in collaboration by both authors, we provide readers with concrete examples of how to attend to the ethics of collaborative research and co-authoring. 10 01 JB code rmal.7.20cin 312 329 18 Chapter 27 1 A01 Carlo Cinaglia Cinaglia, Carlo Carlo Cinaglia Michigan State University 2 A01 Amr Rabie-Ahmed Rabie-Ahmed, Amr Amr Rabie-Ahmed Nazarbayev University 01 Ethics can be understood as a set of virtues guiding human behavior to ensure that an individual’s actions respect and positively impact both the self and greater society. In academic research, discussions of ethics are often associated with ensuring that a study’s procedures affect research participants in humane ways. In this chapter, we reflect inward and consider the importance of applying ethical principles to the broader experience of being graduate students in applied linguistics. We consider this important since graduate students engage in different activities as part of their academic and professional development, all of which have the potential to affect themselves and others both positively and negatively. We begin by discussing three specific challenges graduate students face that pose ethical dilemmas. Next, we share examples from our own experience as graduate students in the United States, illustrating how we faced and attempted to respond to these challenges in our practice. Finally, we offer suggestions and highlight resources for graduate students to adopt a stance of reflexivity as an ethical practice to engage mindfully with their work and advocate for their own wellbeing. 10 01 JB code rmal.7.21ste 330 342 13 Chapter 28 1 A01 Scott Sterling Sterling, Scott Scott Sterling Indiana State University 01 Within academia, we often compartmentalizes our work into research, service, and teaching. This creates an illusion of separation, neglecting the interconnectedness of these activities. A typical day involves a blend of tasks — meetings, mentoring, teaching, emails — sometimes leaving limited time for research, the very activity that often defines our scholarly value. Thus a conundrum exists: How can we excel in research if its time allotment is constantly squeezed by other necessary duties? Further complicating matters, these pressures can push scholars towards ethically questionable research practices (QRPs) with far-ranging outcomes. <br />This chapter explores this very issue by discussing two non-research projects, one in community engagement and another in science communication. Both projects aligned with my scholarly role, yet presented unforeseen ethical dilemmas. While not being ‘research’ in the traditional sense, both projects had an impact on my ability to ethically conduct research. By discussing the challenges that arose during these projects, the chapter highlights the importance of understanding research decision making and how decisions made in one sphere of our academic lives can impact others. 10 01 JB code rmal.7.22dec 343 356 14 Chapter 29 1 A01 Peter I. De Costa De Costa, Peter I. Peter I. De Costa Michigan State University 2 A01 Susan M. Gass Gass, Susan M. Susan M. Gass Michigan State University 3 A01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 4 A01 Luke Plonsky Plonsky, Luke Luke Plonsky Northern Arizona University 01 This chapter is a collective reflection on key ethical dilemmas encountered by four past and/or current editors of journals in diverse sub-fields of Applied Linguistics. We reflect on (i) our understanding of ethics in relation to journal editing; (ii) specific ethical challenges we faced in our editorial work and how they were resolved; and (iii) global considerations about the adoption of ethical practices in Applied Linguistics journal editing in the current world of academic publishing. 10 01 JB code rmal.7.23say 357 365 9 Chapter 30 1 A01 Peter Sayer Sayer, Peter Peter Sayer Ohio State University 10 01 JB code rmal.7.24duf 366 371 6 Chapter 31 1 A01 Patricia A. Duff Duff, Patricia A. Patricia A. Duff University of British Columbia 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 02 December 2024 20241215 2024 John Benjamins B.V. 02 WORLD 01 240 mm 02 160 mm 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 10 20241215 01 02 JB 1 00 36.00 EUR R 02 02 JB 1 00 38.16 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 10 20241215 02 02 JB 1 00 30.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 10 20241215 01 gen 02 JB 1 00 47.00 USD 453028256 03 01 01 JB John Benjamins Publishing Company 01 JB code RMAL 7 Hb 15 9789027218971 BB 01 RMAL 02 2590-096X Research Methods in Applied Linguistics 7 01 rmal.7 01 https://benjamins.com 02 https://benjamins.com/catalog/rmal.7 1 B01 Peter I. De Costa De Costa, Peter I. Peter I. De Costa Michigan State University 2 B01 Amr Rabie-Ahmed Rabie-Ahmed, Amr Amr Rabie-Ahmed Nazarbayev University 3 B01 Carlo Cinaglia Cinaglia, Carlo Carlo Cinaglia Michigan State University 01 eng 390 xii 371 + index LAN009000 v.2006 CF 2 24 JB Subject Scheme LIN.APPL Applied linguistics 06 01 This volume contributes to ongoing discussions of ethics in Applied Linguistics scholarship by focusing in-depth on several different sub-areas within the field. The book is comprised of four sections: methodological approaches to research; specific participant populations and contexts of research, (language) pedagogy and policy; and personal and interactive aspects of research and scholarship. Moving beyond discussions of how ethics is conceptualized or defined, the chapters in this volume explore ethics-in-practice by examining context-specific ethical challenges and offering guidance for current and future Applied Linguistics scholars. This volume responds to the need to provide context-specific research ethics training for graduate students and novice researchers interested in a variety of contexts and methodological approaches. After engaging with this volume, new and experienced applied linguists alike will gain familiarity with specific ethical challenges and practices within particular sub-disciplines relevant to their work and across the field more broadly. 04 09 01 https://benjamins.com/covers/475/rmal.7.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027218971.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027218971.tif 06 09 01 https://benjamins.com/covers/1200_front/rmal.7.hb.png 07 09 01 https://benjamins.com/covers/125/rmal.7.png 25 09 01 https://benjamins.com/covers/1200_back/rmal.7.hb.png 27 09 01 https://benjamins.com/covers/3d_web/rmal.7.hb.png 10 01 JB code rmal.7.toc v viii 4 Miscellaneous 1 10 01 JB code rmal.7.for ix xii 4 Miscellaneous 2 1 A01 Martha Bigelow Bigelow, Martha Martha Bigelow University of Minnesota 10 01 JB code rmal.7.int 1 7 7 Chapter 3 1 A01 Carlo Cinaglia Cinaglia, Carlo Carlo Cinaglia Michigan State University 2 A01 Amr Rabie-Ahmed Rabie-Ahmed, Amr Amr Rabie-Ahmed Nazarbayev University 3 A01 Peter I. De Costa De Costa, Peter I. Peter I. De Costa Michigan State University 01 This chapter introduces the volume by contextualizing it within recent developments in Applied Linguistics research methodology, with a specific focus on research ethics. It discusses the importance of developing a context-sensitive research ethics, and it situates the volume in response to key publications that have begun to examine context-specific ethical issues in Applied Linguistics research. Following this, the chapter outlines the different sections within the volume and describes the structure and contents of each chapter, serving as a roadmap and point of entry for readers. 10 01 JB code rmal.7.s1 9 1 Section header 4 10 01 JB code rmal.7.01plo 10 27 18 Chapter 5 1 A01 Luke Plonsky Plonsky, Luke Luke Plonsky Northern Arizona University 2 A01 Tove Larsson Larsson, Tove Tove Larsson Northern Arizona University 3 A01 Scott Sterling Sterling, Scott Scott Sterling Indiana State University 4 A01 Merja Kytö Kytö, Merja Merja Kytö Uppsala University 5 A01 Kate Yaw Yaw, Kate Kate Yaw University of South Florida 6 A01 Margaret Wood Wood, Margaret Margaret Wood Northern Arizona University 01 A growing body of research has begun to address ethical issues in the context of Applied Linguistics (e.g., De Costa, 2016; Isbell et al., 2022). One of the messages inherent in this line of inquiry is that ethical concerns are embedded throughout the research cycle from study conceptualization to realization, dissemination, application, and beyond (see Bernstein et al., this volume). With this concern in mind, the present study sought to catalog and develop a taxonomy of what are often referred to as ‘questionable research practices’ (QRPs; Steneck, 2006) and related decisions that come into play in the conduct of quantitative Applied Linguistics research. These include practices such as selective reporting and obscuring of methodological details to limit criticism. Using existing taxonomies developed in neighboring disciplines as a starting point (e.g., Tauginienė et al., 2019), we employed the <i>Delphi method</i> to elicit responses on potential QRPs in an iterative fashion from an expert panel as well as from peer scholars. The analyses of these data resulted in a domain-specific taxonomy that laid the groundwork for a large-scale survey that assessed the prevalence and perceived severity of ethical issues and QRPs found specifically in quantitative Applied Linguistics research (Larsson et al., 2023). The results are also be used to inform materials for methodological training in research ethics in Applied Linguistics and related disciplines (see De Costa et al., 2021; Wood et al., 2024, in press). 10 01 JB code rmal.7.02bro 28 44 17 Chapter 6 1 A01 Gavin Brookes Brookes, Gavin Gavin Brookes Lancaster University 2 A01 Tony McEnery McEnery, Tony Tony McEnery Lancaster University 01 In this chapter, we explore the ethical considerations attending to research and practice in corpus linguistics. Despite the ubiquity of ethical dilemmas in corpus construction and use, there has been scant literature dedicated to ethical practices within the discipline. This gap is particularly pronounced given the increasing engagement with digital and online data sources, which pose unique ethical challenges regarding issues such as consent, privacy, and the public-private dichotomy. The chapter addresses these ethical considerations, and more besides, from the inter-related perspectives of research participants, corpus builders, distributors, and users. Importantly, the chapter highlights how ethical considerations are not confined to discrete stages of corpus linguistic projects but, rather, are interwoven throughout the research lifecycle. Key issues addressed include informed consent, participant anonymity, the ethical implications of using publicly available versus private communications, and the responsibilities of corpus users to ensure the meaningful, truthful, and fair representation of their findings. The chapter aims to respond to the need for more nuanced ethical guidelines that reflect the diversity of data sources and research contexts that characterise contemporary corpus linguistics, advocating for a reflective, case-by-case approach to ethical decision-making. 10 01 JB code rmal.7.03ban 45 59 15 Chapter 7 1 A01 Dario Banegas Banegas, Dario Dario Banegas University of Edinburgh 01 Educational action research (EAR) is often employed in language education by practitioners and researchers who wish to engage in bottom-up, collaborative forms of research that merge teaching, learning, and inquiry. EAR is characterised by having a direct impact on the teaching and learning processes as it is often carried out by teachers with their own students. EAR can be approached as a practical or transformational endeavour to improve language teaching and learning. Whatever the architecture supporting EAR, there are a few macro- and micro-ethical issues that must be acknowledged. In this chapter, I draw on my experience as a researcher leading an EAR project carried out with secondary school teachers and learners in Argentina to discuss ethical issues related to quality of evidence, quality of purpose, and quality of outcome. The article includes a series of takeways to support the ethical design, implementation, and evaluation/afterlife of an EAR project. 10 01 JB code rmal.7.04kay 60 72 13 Chapter 8 1 A01 Hayriye Kayi-Aydar Kayi-Aydar, Hayriye Hayriye Kayi-Aydar University of Arizona 01 This chapter centers around the ethical issues in regard to classroom-based Applied Linguistics research. More specifically, the purpose of the chapter is to offer a critical discussion of ethical considerations regarding the issues of gaining access to research site/participants and their stories, developing an ongoing consent, and being an ethical storyteller and advocate when collecting, analyzing, and sharing data obtained from teachers and learners in K-12 classrooms. I share examples of my own research experience with culturally and linguistically diverse K-12 classrooms in the U.S. in exploring the tensions regarding ethics in qualitative research processes. 10 01 JB code rmal.7.05mar 73 87 15 Chapter 9 1 A01 Francesca Marino Marino, Francesca Francesca Marino University of South Florida 2 A01 Dacota Liska Liska, Dacota Dacota Liska University of South Florida 3 A01 Matt Kessler Kessler, Matt Matt Kessler University of South Florida 01 While ethics has received a great deal of attention in research exploring second language (L2) learning and teaching within offline settings (e.g., face-to-face classrooms), there has been relatively less discussion of ethical decision-making processes in online research settings. However, online research presents new ethical challenges which need to be addressed, encompassing issues such as the blurred distinction between public and private data, source traceability, online security, and the potential risk of personal information disclosure. These concerns are particularly relevant to computer-assisted language learning (CALL) research employing information and communication technologies. The current chapter discusses ethical challenges in CALL by focusing on both classroom-oriented CALL research (i.e., L2 studies conducted in more formal educational settings) and social media-related CALL investigations (i.e., studies conducted in informal settings, typically involving social media platforms and mobile apps). Specifically, this chapter addresses three common ethical challenges faced by researchers, including: (1) gaining informed consent, (2) obtaining permissions, and (3) protecting participants’ privacy. We first provide concrete examples from published literature to illustrate effective strategies for navigating these challenges. Afterwards, we offer critical reflections and additional practical suggestions aimed at helping CALL scholars responsibly conduct research in digital locales. 10 01 JB code rmal.7.06ber 88 110 23 Chapter 10 1 A01 Katie Bernstein Bernstein, Katie Katie Bernstein Arizona State University 2 A01 Usree Bhattacharya Bhattacharya, Usree Usree Bhattacharya University of Georgia 3 A01 Jennifer Johnson Johnson, Jennifer Jennifer Johnson Stanford University 01 What are a researcher’s ethical obligations when creating transcripts that represent young children’s complex communicative repertoires? How do those obligations shape transcription choices, such as which codes and modes are represented and how? In this chapter, we draw on our collective years of ethnographic research with young children in diverse language settings to argue for viewing transcription choices as ethical considerations. We share three vignettes from our own research with young children with complex communicative repertoires, including multilingualism, signed languages, and augmentative and alternative communication (AAC) devices. In each case, we share our transcription dilemmas, the decisions we ultimately made, and the ideas that informed those decisions. We end with guiding questions for researchers to help them make transcription decisions that are not just technically and theoretically sound, but also ethically sound. 10 01 JB code rmal.7.07gao 111 120 10 Chapter 11 1 A01 Xuesong Gao Gao, Xuesong Xuesong Gao School of Education 10 01 JB code rmal.7.s2 121 1 Section header 12 10 01 JB code rmal.7.08kan 122 136 15 Chapter 13 1 A01 Sara Kangas Kangas, Sara Sara Kangas Lehigh University 01 Critical research by nature is emancipatory, seeking to disrupt existing structures of systems, such as those in K-12 schools, that privilege particular groups while disenfranchising others. With such critical frameworks in research studies, however, competing interests among participants can emerge, exacerbating broader issues of privilege and oppression. Yet, applied linguists in the earliest years of their doctoral studies and careers are left ill-equipped to manage such conflicts and the ethical dilemmas they present. This chapter aims to lessen this oversight in training in two ways. First, the chapter draws upon the experiences that one critical applied linguist encountered in her research in schools. The researcher discovered that attempting to safeguard the well-being of <i>all</i> participants in a study is an untenable endeavor, especially when participants have disparate interests that contend with one another. Drawing upon illustrative examples from her research on multilingual learners with disabilities, the chapter lays bare the ethical dilemmas often present in critical inquiries and yet that do not surface in typical empirical publications. Second, the chapter offers recommendations for doctoral students and early-career applied linguists to consider as they conduct critical studies in schools with minoritized student groups. 10 01 JB code rmal.7.09sim 137 155 19 Chapter 14 1 A01 James Simpson Simpson, James James Simpson Hong Kong University of Science and Technology 2 A01 Mike Chick Chick, Mike Mike Chick University of South Wales 01 Applied Linguistics research, teacher-research and scholarship with adult language learners who are migrants holds ethical challenges in relation to social and political contexts that are under-examined in the TESOL/Applied Linguistics literature and in practice. The critical exploration in this chapter addresses this gap. With examples from participatory research-and-practice initiatives in the UK, the chapter advocates a critical participatory approach towards research, one that is oriented towards the promotion of social justice. Such an approach can support the empowerment of participants as they respond to challenging and unethical policy landscapes: through their active participation in research, learners and practitioners may be better equipped with the tools they need for resistance and change. First, the authors describe how language education researchers working with adult migrants have adopted a reflexive, critical and activist orientation towards their work. They then discuss research that relates to practice which is not attendant on top-down policy moves, and which itself might inform a critical, emancipatory orientation towards policy formation. To end, they reflect further on the notion of research that empowers, and the impact this might have on policy and practice. 10 01 JB code rmal.7.10dri 156 172 17 Chapter 15 1 A01 Meagan Y. Driver Driver, Meagan Y. Meagan Y. Driver Michigan State University 01 In this chapter, I explore ethical considerations for conducting Applied Linguistics research on heritage speakers and offer recommendations for building understanding and commitment to ethically-informed practices when working with heritage communities. First, I discuss the ethical questions that arise in each stage of research development, keeping in mind the great diversity within and across heritage communities and the particular importance of ethical awareness that must go beyond traditional principles of research ethics. These include stages relating to definitions and terminology, research objectives, participant recruitment and inclusion criteria, data collection, and dissemination of results. Next, I provide specific examples of the ethical challenges I have faced in my own work, particularly relating to cultural, linguistic, and sociopolitical factors, when weighing the risks and benefits of various research decisions, and I expand on the steps taken to resolve each issue. I close the chapter with a reflection on the core ethical tensions that may arise for in-group and out-group researchers when working with heritage participants and make suggestions for scholars who intend to adopt practices that are ethically sound and appropriate for working with heritage speakers and their communities. 10 01 JB code rmal.7.11nak 173 192 20 Chapter 16 1 A01 Satoru Nakagawa Nakagawa, Satoru Satoru Nakagawa University of Manitoba 2 A01 Sandra Kouritzin Kouritzin, Sandra Sandra Kouritzin University of Manitoba 01 The ethical issue we address in this chapter is the role of Indigenous language experts who do not live in the community where an Indigenous language is spoken. Specifically, we question the ethics as well as the ethical protocols for engaging in research with Indigenous language speakers in the context of language revitalization discourses. We suggest that any judgments or decisions made by non-Indigenous language speakers with regard to standardization, orthography, digitization, pedagogy, and advocacy must be regarded as attempts at cultural and linguistic appropriation. We suggest that archiving or documenting Indigenous languages is best considered linguistic taxidermy, another move of colonization that we call fina-colonialism. In short, with reference to the specific languages of Tokunoshima, Japan, we discuss the ethics of research that purportedly aims at decolonizing, but in which Indigenous language speakers are rendered exotic representations of their own identities, commodified according to cosmopolitan interests and global tastes. 10 01 JB code rmal.7.12obe 193 210 18 Chapter 17 1 A01 Robyn Ober Ober, Robyn Robyn Ober Batchelor Institute 2 A01 Sender Dovchin Dovchin, Sender Sender Dovchin School of Education 3 A01 Rhonda Oliver Oliver, Rhonda Rhonda Oliver School of Education 01 In this chapter, we discuss how “yarning” — a traditional way of communicating, making and sharing meaning within Aboriginal society — may work as a research paradigm and methodology for qualitative ethnographic studies in applied linguistics. Yarning involves story telling as part of cooperative conversations and helps in the development of knowledge for all involved in the process, reflecting Indigenous knowledge system. Beyond a cultural practice, it is also gaining increasing recognition as an important and culturally appropriate way to undertake data collection with Australian first nations people. The chapter suggests that while the yarning space can be a flexible context to co-construct relationships and understanding, there is also a need for caution “to expect the unexpected”. Non-Aboriginal researchers in the Aboriginal space should not be afraid to ask for Aboriginal participants’ feedback and follow-up diligently on this advice. 10 01 JB code rmal.7.13sta 211 217 7 Chapter 18 1 A01 Sue Starfield Starfield, Sue Sue Starfield University of New South Wales 10 01 JB code rmal.7.s3 219 1 Section header 19 10 01 JB code rmal.7.14wri 220 236 17 Chapter 20 1 A01 Wayne E. Wright Wright, Wayne E. Wayne E. Wright Purdue University 01 In this chapter I discuss the macro- and micro-ethical ethical dilemmas I have faced in four past and current research projects with bilingual students in physical and online learning spaces. These include obtaining IRB approval, securing informed consent, ensuring participant confidentiality, addressing unanticipated ethical issues in the field, and making decisions about appropriate public uses of the data. I discuss how research in online learning spaces can introduce new macro- and micro-ethical issues. To illustrate macro-ethical issues, I will provide two examples from studies in heritage language programs to demonstrate challenges related to following IRB protocols. Next, to illustrate micro-ethical issues, I discuss a series of ethical questions which arose during a study of newcomer ELL students. Finally, I will discuss both macro- and micro-ethics issues myself and members of our larger research team have addressed or continue to grapple with in a large-scale longitudinal study of ELL and dual language bilingual education (DLBE) teachers. The chapter concludes by reaffirming the need for ethical reflexivity and responsible decision making during all phases of the research process, and offers suggestions for doing so. 10 01 JB code rmal.7.15yan 237 250 14 Chapter 21 1 A01 Xun Yan Yan, Xun Xun Yan University of Illinois at Urbana-Champaign 2 A01 Melissa Bowles Bowles, Melissa Melissa Bowles University of Illinois at Urbana-Champaign 01 Considerable attention has been given to ethical issues in language testing since the 1990s, with several special issues, volumes, and international conferences dedicated to fairness and justice in assessment (Davies, 1997, 2004; Kunnan, 2000; McNamara, Knoch, &#38; Fan, 2019). In this chapter we review existing work, focusing on how ethical issues can arise at any stage of the assessment process — from initial test development through test administration, test scoring, and test use. Each of these four stages requires different quality control procedures to ensure fairness and ethical standards, namely, (1) fairness review during test development; (2) accommodations during test development; (3) bias analysis after test scoring; and (4) communication with stakeholders about ethical test use. Informed by ethical codes of practice created by language testing associations (e.g., the International Language Testing Association (ILTA) Code of Ethics), we provide specific examples to show steps that can be taken in each phase to ensure that ethical standards are upheld. Examples of ethical issues and the corresponding quality control procedures in this chapter are taken from a local, university-based English speaking test in the US. While some of the quality control procedures require language or pedagogy-related content expertise, others require specialized knowledge and skills in measurement and statistics. Finally, we conclude by recommending best practice to guide test developers and test users. We argue that assurance of ethical standards in language testing requires collaboration between language testers and other stakeholders. 10 01 JB code rmal.7.16tar 251 267 17 Chapter 22 1 A01 Christine M. Tardy Tardy, Christine M. Christine M. Tardy University of Arizona 2 A01 Jaime F. Mejia Mayorga Mejia Mayorga, Jaime F. Jaime F. Mejia Mayorga University of Arizona 3 A01 Emily Palese Palese, Emily Emily Palese University of Arizona 01 This chapter examines ethics in the work of L2 writing program administration in transnational higher education (TNHE). We specifically examine how the border-crossing nature of TNHE settings can give rise to conflicts of values and ethical dilemmas for administrators. In this chapter, we begin by reviewing the complex setting in which TNHE takes place and how navigating its institutional, political, and cultural complexities involves traversing multiple value systems. We then describe in detail two ethical dilemmas that we experience resulting from the complexity of the TNHE setting: the first relates to ethical issues related to assessment and language proficiency, and the second relates to institutional policies and practices in employees’ work-life. We use these two examples to illustrate how viewing challenging administrative issues through a lens of values and ethics allows us to reflect on and adjust our own practices and cultural biases. We end the chapter by outlining three guiding principles (related to communication, representation, and transparency) that we have found can serve as a compass for taking needed action in such complex administrative contexts. 10 01 JB code rmal.7.17leu 268 286 19 Chapter 23 1 A01 Constant Leung Leung, Constant Constant Leung King’s College London 01 The ethical issues raised in this discussion are set against the backdrop of the English as an Additional Language (EAL) curriculum and teaching provision for school students from ethnolingusitic minority communities in England. At present over 19% of the school population is categorized as EAL users/learners. I will first provide a background description of the educational policy response to ethnolinguistic diversity in the past fifty years. The second part the discussion will focus on the educational consequences of the overwhelmingly monolingual English-language curriculum environment (except for foreign modern languages such as French). It will be shown that policy rhetoric and real-world consequences have not lined up coherently. After that I will examine the principles of equality and entitlement with reference to the works of Rawls, Taylor and others as they relate to the ‘mainstreaming’ approach to education provision in the context of ethnolinguistic diversity. I will conclude with some observations on the possible curricular and pedagogic provision that would begin to recognise minoritized EAL students’ language education needs. While the focus of this discussion is on EAL in England, it is hoped that some of the arguments for equity for all would resonate with the considerations for minoritized students on grounds of language, disabilities, gender and other issues in public education in other world locations. 10 01 JB code rmal.7.18sch 287 295 9 Chapter 24 1 A01 Jamie L. Schissel Schissel, Jamie L. Jamie L. Schissel University of North Carolina at Greensboro 10 01 JB code rmal.7.s4 297 1 Section header 25 10 01 JB code rmal.7.19jen 298 311 14 Chapter 26 1 A01 Christopher J. Jenks Jenks, Christopher J. Christopher J. Jenks Utrecht University 2 A01 Jerry Won Lee Lee, Jerry Won Jerry Won Lee University of California 01 Collaborative research and co-authoring are ubiquitous work practices in higher education. With current funding models and promotion expectations, research is becoming more collaborative with publications co-authored by two or more scholars. Macro-level ethical guidelines established by professional organizations are a useful starting point for understanding how to approach collaborations and co-authorships, as much has been already said about how to work responsibly within a given discipline. However, questions of ethics in research need be pursued by tempering macro-level guidelines with micro-level considerations, such as the unique and specific challenges that are involved in working on diverse empirical topics. To this end, we draw on our experiences co-authoring publications to explore the relationship between micro-level considerations and macro-level guidelines in applied linguistics research. We explore the complexities of distributing responsibilities to a team of researchers, managing uneven power dynamics, and negotiating the authorship order for contributors. By grounding our discussion within the context of actual work done in collaboration by both authors, we provide readers with concrete examples of how to attend to the ethics of collaborative research and co-authoring. 10 01 JB code rmal.7.20cin 312 329 18 Chapter 27 1 A01 Carlo Cinaglia Cinaglia, Carlo Carlo Cinaglia Michigan State University 2 A01 Amr Rabie-Ahmed Rabie-Ahmed, Amr Amr Rabie-Ahmed Nazarbayev University 01 Ethics can be understood as a set of virtues guiding human behavior to ensure that an individual’s actions respect and positively impact both the self and greater society. In academic research, discussions of ethics are often associated with ensuring that a study’s procedures affect research participants in humane ways. In this chapter, we reflect inward and consider the importance of applying ethical principles to the broader experience of being graduate students in applied linguistics. We consider this important since graduate students engage in different activities as part of their academic and professional development, all of which have the potential to affect themselves and others both positively and negatively. We begin by discussing three specific challenges graduate students face that pose ethical dilemmas. Next, we share examples from our own experience as graduate students in the United States, illustrating how we faced and attempted to respond to these challenges in our practice. Finally, we offer suggestions and highlight resources for graduate students to adopt a stance of reflexivity as an ethical practice to engage mindfully with their work and advocate for their own wellbeing. 10 01 JB code rmal.7.21ste 330 342 13 Chapter 28 1 A01 Scott Sterling Sterling, Scott Scott Sterling Indiana State University 01 Within academia, we often compartmentalizes our work into research, service, and teaching. This creates an illusion of separation, neglecting the interconnectedness of these activities. A typical day involves a blend of tasks — meetings, mentoring, teaching, emails — sometimes leaving limited time for research, the very activity that often defines our scholarly value. Thus a conundrum exists: How can we excel in research if its time allotment is constantly squeezed by other necessary duties? Further complicating matters, these pressures can push scholars towards ethically questionable research practices (QRPs) with far-ranging outcomes. <br />This chapter explores this very issue by discussing two non-research projects, one in community engagement and another in science communication. Both projects aligned with my scholarly role, yet presented unforeseen ethical dilemmas. While not being ‘research’ in the traditional sense, both projects had an impact on my ability to ethically conduct research. By discussing the challenges that arose during these projects, the chapter highlights the importance of understanding research decision making and how decisions made in one sphere of our academic lives can impact others. 10 01 JB code rmal.7.22dec 343 356 14 Chapter 29 1 A01 Peter I. De Costa De Costa, Peter I. Peter I. De Costa Michigan State University 2 A01 Susan M. Gass Gass, Susan M. Susan M. Gass Michigan State University 3 A01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 4 A01 Luke Plonsky Plonsky, Luke Luke Plonsky Northern Arizona University 01 This chapter is a collective reflection on key ethical dilemmas encountered by four past and/or current editors of journals in diverse sub-fields of Applied Linguistics. We reflect on (i) our understanding of ethics in relation to journal editing; (ii) specific ethical challenges we faced in our editorial work and how they were resolved; and (iii) global considerations about the adoption of ethical practices in Applied Linguistics journal editing in the current world of academic publishing. 10 01 JB code rmal.7.23say 357 365 9 Chapter 30 1 A01 Peter Sayer Sayer, Peter Peter Sayer Ohio State University 10 01 JB code rmal.7.24duf 366 371 6 Chapter 31 1 A01 Patricia A. Duff Duff, Patricia A. Patricia A. 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