Advancing Language Research through Q Methodology

Nicola Fraschini is a Senior Lecturer at the University of Melbourne Asia Institute, Australia, where he teaches Korean language. His research interests include foreign language learner and teacher emotions, motivation and Q methodology. His research has been published in journals such as the Modern Language Journal and Annual Review of Applied Linguistics.Adrian Lundberg is a Senior Lecturer in the Department of School Development and Leadership at Malmö University, Sweden. His research focuses on investigating stakeholders’ subjective viewpoints about educational issues at the crossroads of multilingualism, equity and policy. His Q methodology research has been published in Learning and Instruction, Educational Research Review and Current Issues in Language Planning.Renata Aliani is a researcher within the Faculty of Education at the University of Melbourne, Australia. Her research interests focus primarily on Italian, bilingual education, teacher training and leadership. She has been the convener of the Melbourne-based online Q Research Group since its inception in 2016.

This inspiring, well-edited collection pulls off a hat-trick in language studies: authors marshal multifaceted scholarship, engage with the practical import of studying some of the pervasive complexities in language learning and teaching, and accurately convey the subtleties, richness and potential of Q methodology for researchers seeking deeper insights in their fields.

• ContributorsJoseph Lo Bianco: Foreword: A Teaching and Learning Journey with QNicola Fraschini, Adrian Lundberg and Renata Aliani: Introduction: Q Methodology, Subjectivity and Language ResearchPart 1: Q Methodology to Open a Window on Cognition, Motivation, Identity and EmotionsChapter 1. Gary Bonar, Ruth Fielding and Meihui Wang: Exploring Pre-Service Language Teacher Identity Negotiation Using Q MethodologyChapter 2. Marinella Caruso and Nicola Fraschini: Vision and Motivation of Adolescent Language Learners in AustraliaChapter 3. Akiko Fukuda: Understanding Self-Regulated Language Learning in the Context of Japanese University Students’ Self-StudyChapter 4. Nicola Fraschini and Adrian Lundberg: Australian-Korean Multicultural Family Members' Emotions about their Family Language PolicyPart 2: Q Methodology to Expand Research on In-Service and Pre-Service Teacher BeliefsChapter 5. Nicola Morea: An Investigation into Pre-Service Teachers’ Beliefs about Multilingualism Before and After Participating in an Identity-Oriented Course on MultilingualismChapter 6. Christof Chesini, Lukas Bleichenbacher, Mara De Zanet, Robert Hilbe and Anna Schröder-Sura: Pre-Service Teachers’ Beliefs on Crosslinguistic Teacher Education in SwitzerlandChapter 7. Chengwen Yuan: The Post-Sort Interviews in Q Methodology: L2 Chinese Teachers’ Beliefs about Motivational TeachingChapter 8. Yining Yang and Ke Zhao: Chinese University Teachers’ Beliefs about and Pedagogical Responses to Bilingual TeachingPart 3: Q Methodology to Evaluate Language Education Policies and ProgrammesChapter 9. Athip Thumvichit: Q Evaluation: Potential Applications in Language EducationChapter 10. Hyunjin Park: A Q Methodology Evaluation of a Training Programme for Community Interpreters and TranslatorsChapter 11. Renata Aliani: Investigating School Principals’ Viewpoints on Languages EducationNicola Fraschini, Adrian Lundberg and Renata Aliani: Conclusion: Thoughts on the Contribution of Q Methodology to Language Research and Looking ForwardIndex