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

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.