Challenges and Insights on the Interview Process

For the past several weeks, I have been entrenched in the process of conducting interviews for the course project in Influence of Family Culture and Society.  The topic I had selected is exploring

Thank You

the unique challenges of English Language Learners (ELLs) in a small Midwest community (mine).  Over the past decade, The corridor’s enrollment of ELLs has grown exponentially with the largest growth in Cedar Rapids and Iowa City (Hogan, 2014).  The course project is a practice in conducting a qualitative study in which requires interviews with real individuals, both professionals and non-professionals.  As I reflect on the interview process, I would like to point out some challenges and insights I have experienced.  To end on a more positive note, I will discuss the challenges I experienced first.

TIMING

The timing of this project provided a noteworthy challenge.  To explore the ELLs in my community would preface that an ELL instructor or school representative be included in this process.  However, this project was engaged just as the schools in my district were releasing for summer break.  I have yet to hear from any of the 13 district schools that have an ELL program.  This led me to broaden the scope to ELL programs that do not follow the typical district calendar.  Some of the ideal candidates to interview were still unavailable due to professional development activities, vacations, or other external events.  I was, however, able to connect with the director of High School Completion at Kirkwood Community College and gained many insights from this communication.

AVAILABILITY

 
If only there were a button to systemically check the availability of ideal candidates for interview.  However, then, there would have to be a button to locate them, and one to fluently translate in both directions.  It was difficult knowing where to find non-professionals that have direct experience with the unique challenges of being an English Language Learner.  Originally, I had expected that connecting with the elementary and primary schools would naturally present an ELL family to speak with.  I have been able to connect with an ELL family; however, this family found me.  I actually met them while my daughter and I were dining out.

 

 

Insights gained from this endeavor have been plentiful.  The response I have received from expressing an interest on this subject has been profound!  Professionals and scholars have reached out to me that I had not initiated contact with expressing interest in participating in this project.  The greatest insight that I would have to say has been the dynamic need of support and research on ELLs in my community.  The discussions I have engaged in thus far seem to have some common themes.

SPANISH SPEAKING VERSUS NON-SPANISH SPEAKING ELLs

 

A common theme among candidates interviewed is that services are more available and accessible for Spanish speaking ELLs.  “You speak Spanish; and a little English and you can learn to speak English.  You speak Slavic; there’s not help for you” (Roczenko, personal interview, July 10, 2016).  “It is true.  There are more supports available for Spanish-speaking ELLs because of sheer numbers.  Spanish-speakers are a larger population here” (Maddox, personal interview, July 10, 2016).

 

This course project is ongoing, but quickly coming to a close.  I am transcribing interviews as I would for a full empirical research study and becoming more familiar with frameworks that I could employ.  I am leaning towards a conceptual framework; however, that is a discussion for another post.  I look forward to compiling and presenting this mock study in the short coming weeks.