EAL speakers in SLT caseloads
Process 3: Assessment
9. Are there factors operating within the primary settings that can inhibit or promote performance on the competencies assessed?
4.5 RIGOUR
• Triangulation
Table 10: A table reflecting triangulation used in the research DATA SOURCE TRIANGULATION
Data source Purpose for which data gathered
Speech-language therapists Perspectives of language professionals with in-depth understanding of the tests used for language screening about the tests they use and why
Children The perspectives of those exposed to the tests
Academics Perspectives of qualified language professionals
with an in-depth understanding of isiZulu language and the cultural nuances related to it
Parents Perspectives of the parents of the children upon
whom the tests are used and their particular insight into the child and his/her interpretations based upon cultural nuances
Community Consolidation of the unique perspectives related to
and influenced by the cultural nuances inherent in understanding and communicating within the Zulu language and cultural milieu
METHOD TRIANGULATION
Method Purpose for which used
Focus groups This method with children elicited a more
participatory response as they were encouraged by each other’s responses and interpretations. In adults, it created an environment for rich narrative to emerge and discussion of common experiences.
Interviews This method elicited detailed information relating to
the unique experiences and perspectives of each individual .
Delphi Technique This technique provided an in-depth consultative
process for gaining information on the changes made to the research instrument.
As reflected in Table 11, in this study, multiple data sources and methods of data collection were used. Although triangulation is a common feature of research that contributes to the rigour of a study, a unique feature in this study was the focus given to the input of the children. As with this study, other research studies that have been conducted have adopted an ecological approach (Bortz, 1997; Naidoo, 2003; Naudé, et al., 2007; Solarsh & Alant, 2006) however, the opinions of the children have not been central to the study. Information on the cultural and linguistic relevance of the stimuli has been based on input from adults, such as academics, community members or leaders, professionals and parents. This study has been unique in its increased weighting of the opinion of the children, which is because the test is administered on them. The study further compared the opinions or perceptions of the adults with those of the children. If the test had merely depended on the input of the adults regarding the perception of the stimuli, important information would have been omitted as the views of children may differ, according to each one’s own experience. The comparison of the data from the adults with those of the children yielded richer data for the study.
• Credibility
Credibility was maintained in order to ensure that the analysis and interpretation of the data was consistent with the data collected and reflected what the participants intended to convey.
A summary of all the information gathered from all the adult participants, i.e. SLTs who reviewed the adapted research instrument, the parents/community members and the academics, was sent to these participants for review, prior to inclusion in the final findings.
Changes were made based on the feedback from these participants. During the data collection of the children's perceptions of the research instrument in Phase 1, a process of reflection was used in which the information they had just provided was repeated to them and they were asked if the statement correctly portrayed what they meant. The Delphi Technique in Phase 2 also contributed to the instrument’s credibility.
• Confirmability
Due to the influence that the researcher can have on the process of data analysis and interpretation, a rigorous data trail was maintained through techniques such as keeping thorough notes, so that other researchers can gain insight into the interpretations and findings of study. Detailed, comprehensive notes were taken throughout the study, together with the audio and video recordings. Some of these, such as interview schedules, have been included as evidence in the appendices. This data will be kept in a locked cabinet in safe keeping at the Discipline of Speech-Language Pathology at the University of KwaZulu-Natal for at least the next 5 years.
• Transferability
This research applies to the specific contexts described, i.e. the particular urban and rural schools involved. The findings could not be generalised to other similar schools as there are too many different dynamics at play in each scenario that would have to be taken into account. Other measures also have to be implemented, such as detailed descriptions of each of the schools used and the profile of the children. In each of the schools where data was gathered, a detailed description of the school, relevant dynamics during the interaction and a comprehensive description and profile of each of the children would be needed. If another researcher intends to conduct research using the RAPT or any other language screening or assessment tool, the criteria for choosing each of the participants and their descriptions can be used as a guide. Furthermore, a detailed description of the schools and the dynamics at each of them was outlined. Although the dynamics in each study cannot be replicated, the criteria can be used as a guideline.