Editing Cross-cultural communication (section)

===Cross-language concerns in qualitative research===

Squires<ref name=":0" /> defines '''[[Cross-language information retrieval|cross-language]]''' as the process that occurs when a language barrier is present between the researcher and participants. This barrier is frequently mediated using a translator or interpreter. When the research involves two languages, interpretation issues might result in loss of meaning and thus loss of the validity of the qualitative study.  As Oxley et al.<ref name=":7">{{cite journal|doi=10.1080/02699206.2017.1302512|title=Multilingual issues in qualitative research|year=2017|last1=Oxley|first1=Judith|last2=Günhan|first2=Evra|last3=Kaniamattam|first3=Monica|last4=Damico|first4=Jack|journal=Clinical Linguistics & Phonetics|volume=31|issue=7–9|pages=612–630|pmid=28665758|s2cid=24812324}}</ref> point out, in a multilingual setting '''[[Interpretation (logic)|interpretation]]''' challenges arise when researcher and participants speak the same non-English native language, but the results of the study are intended for an English-speaking audience. For instance, when interviews, observation, and other methods of gathering data are used in cross-cultural environments, the data collection and analysis processes become more complicated due to the inseparability of the human experience and the language spoken in a culture<ref name=":7" /> Oxley et al. (2017). Therefore, it is crucial for researchers to be clear on what they know and believe. In other words, they should clarify their position in the research process.

In this context, '''[[Standpoint theory|positionality]]''' refers to the ethical and relational issues the researchers face when choosing a language over another to communicate their findings. For example, in his study on Chinese international students in a Canadian university, Li<ref>Li, Y. (2011). Translating Interviews, Translating Lives: Ethical Considerations in Cross-Language Narrative Inquiry. ''TESL Canada Journal, 28(5)'', 16–30.</ref> considers the ethical and relational issues of language choice experienced when working with the Chinese and English language. In this case, it is important that the researcher offers a rationale behind his/her language choice.  Thus, as Squires<ref name=":6" /> observes, language plays a significant role in cross-cultural studies; it helps participants represent their sense of self.

Similarly, qualitative research interviews involve a continuous reflection on language choices because they may impact the research process and outcome. In his work, Lee<ref name=":8">Lee, S. (2017). The Bilingual Researcher's Dilemmas: Reflective Approaches to Translation Issues. ''Waikato Journal of Education, 22(2),'' 53–62.</ref> illustrates the central role that '''[[Reflexivity (social theory)|reflexivity]]''' plays in setting researcher's priorities and his/her involvement in the translation process. Specifically, his study focuses on the dilemma that researchers speaking the same language of participants face when the findings are intended to an English-speaking audience only. Lee<ref name=":8" /> introduces the article by arguing that "Research conducted by English-speaking researchers about other language speaking subjects is essentially cross-cultural and often multilingual, particularly with QR that involves participants communicating in languages other than English" (p.&nbsp;53<ref name=":8" />).  Specifically, Lee addresses the problems that arise in making sense of interview responses in Mandarin, preparing transcriptions of interviews, and translating the Mandarin/Chinese data for an English-speaking/reading audience. Lee's work then, demonstrates the importance of reflexivity in cross-language research since the researcher's involvement in the language translation can impact the research process and outcome.

Therefore, in order to ensure '''[[Trust (social science)|trustworthiness]]''', which is a measure of the rigor of the study, Lincoln & Guba,<ref>Lincoln, Y., Guba, E., 1985. ''Naturalistic Inquiry''. Sage.</ref> Sutsrino et al.<ref name=":9">Sutrisno, A., Nguyen, N. T., & Tangen, D. (2014). Incorporating Translation in Qualitative Studies: Two Case Studies in Education. ''International Journal of Qualitative Studies in Education (QSE), 27(10)'', 1337–1353.</ref> argue that it is necessary to minimize translation errors, provide detail accounts of the translation, involve more than one translator, and remain open to inquiry from those seeking access to the translation process. For example, in research conducted in the educational context, Sutsrino et al.<ref name=":9" /> recommend bilingual researchers the use of inquiry audit for establishing trustworthiness. Specifically, investigators can require an outside person to review and examine the translation process and the data analysis in order to ensure that the translation is accurate, and the findings are consistent.