Page 58 - Getting of the fence
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                                Chapter 3
 Abstract
The inclusion of the student voice in foreign language research often relies mainly on a perspective that includes their voice as a data source, in spite of claims that the perspectives that include students as initiators should be at the fore. In this chapter, we address the incongruity of this situation, arguing for a revision of current views. We discuss different conceptualizations of student voice in educational research, and argue that combinations of different perspectives on student voice provide unique insights that are necessary to develop our knowledge base. We then provide a detailed account of an empirical study in which an English as a foreign language (EFL) literature teaching and learning model was validated through collaboration and co-construction with secondary school students. We demonstrate the ways in which two different perspectives were combined within the project, resulting in a dialogical process, which then lends multidimensional support to the findings.
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