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Exploring research practices with non-native English speakers: A reflective case study

Year: 2025

Type: article

Abstract: Our lived experiences of learning and working are personal and connected to our racial, ethnic, and cultural identities and needs. This is especially important for non-native English-speaking research participants, as English is the dominant language for learning, working, and the design of the technologies that support them in the United States. A reflective approach was used to critique the research practices that the authors were involved in co-designing with English-first and Spanish-first learners and workers. This case study explored designing learning and employment innovations to best support non-native English-speaking learners and workers during transitions along their career pathways. Three themes were generated from the data: the participants reported feeling the willingness to help, the autonomy of expression, and inclusiveness in the co-design process. From this critique, a structure was developed for researchers to guide decision-making and to inform ways of being more equitable and inclusive of non-native English-speaking participants in their practices.

Source: Journal of Responsible Technology

DOI: 10.1016/j.jrt.2025.100109

Authors: Marilys Galindo, Teresa Solorzano, Julie Neisler

Institution: Digital Promise

Language: English

Topic: Qualitative Research Methods and Ethics

Subfield: Sociology and Political Science

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education

Open Access status: gold

Estimated APC paid: $1,560