This chapter provides an overview of recent qualitative research in classrooms examining English
language learners (ELLs). I first present common features of qualitative research and review debates
regarding research paradigms in the social sciences and humanities. I also discuss the role of triangulation and capturing participants’ insider or emic perspectives in qualitative research and highlight various data collection methods and ways of combining macrolevel and microlevel analyses, particularly in ethnographic research. Ethical issues, difficulties obtaining informed consent in classroom research, and criteria for evaluating qualitative research are then considered. Three qualitative studies that have been deemed exemplary and meritorious by scholars in English language education are then presented, and some common themes in current qualitative classroom research with ELLs are identified. The chapter concludes with some directions for future qualitative research. |