An Introduction to Applied Linguistics

4.4 Judging project ethics
I return now to the seven examples of applied linguistics I discussed in the first part
of Chapter 2 and consider then from the standpoint of applied linguistics ethics. We
also consider them from the point of view of critical applied linguistics (CAL), asking
ourselves to what extent CAL is a politically correct substitute for ethics.
What might be the role of professional ethics in the seven exemplar projects we
described in the first part of Chapter 2? They were language-programme evaluation
in South India; a second-language literacy study; pedagogical grammar; workplace
communication; language and identity; assessing ELF; and critical pedagogy. I now
examine those projects in terms of their ethical responsibilities to the various
stakeholders discussed in the BAAL (1994) document. I do not, of course, intend
to be critical of the applied linguists involved in these projects and will not be
investigating whether or not they addressed the ethical issues raised here. The point
I make is that there are ethical issues to be addressed; it is professionally important
that they be addressed.
4.4.1 Language-programme evaluation in South India
The BAAL document contains this advice: ‘When working away from one’s own
locality, it is important to consider the interests of local scholars and researchers. In
locations away from the UK, matters such as the disparity of resources or access to
publications may need to be handled with sensitivity. The status of “visiting expert”
can also be problematic, although seeking the active involvement of local applied
linguists may help to avoid this’ (BAAL 1994: 2.5). Questions would need to be
asked about the ethical neutrality of the South India project, with respect to the
possible bias of the visiting experts, both the British and the Indian; and about
the involvement of the programme sponsor (the British Overseas Development
Administration through the British Council) in the evaluation.
4.4.2 Second-language literacy study
This project was part of a much larger investigation into second-language literacy
which researched the issue both historically and empirically. It became clear during
the project that there was uncertainty among the team members as to their ethical
and professional obligations, in relation to both quantity of work to be done, in
terms of the share of the funding available and in terms of their final publication
responsibilities. The BAAL document draws attention to this matter:
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[W]hen working in collaborative or team research with other researchers, research
assistants, clerical staff or students, applied linguists should make everyone’s
ethical and professional obligations clear. Care should be taken to clarify the roles,
rights and obligations of team members in relation to: the division of labour
and responsibilities; access and rights in data and fieldnotes; access to travel and
conference expenses; publications; co-authorship in publication.
(ibid: 2.4)
Probing of the ethical aspects also reveals that the authors of the critical survey
may not have not considered the more basic question of why this project had been
funded in the first place and to what extent an interventionist approach to second-
language literacy represents an unwelcome intrusion.
4.4.3 Pedagogical grammar
The BAAL document contains this passage: ‘It is important to take account of equal
opportunities issues, to be alert to issues arising from inequalities of power between
teachers and students, and to ensure that students are treated on the basis of their
abilities and potential, regardless of their gender, “race”, religion, sexual orientation,
physical disability, family circumstances or other irrelevant factors’ (ibid: 3).
This pedagogical grammar project could be regarded as unfairly advantaging
English native speakers since the grammatical distinctions made call on native-
speaker intuitions. The question is whether native speakers can be regarded as
unfairly privileged (Davies 2003).
4.4.4 Workplace communication
The report on the project explains that it is based on an analysis of ‘recordings of
genuine examples of … conversations and meetings … to find out how each side
interprets what has happened in the conversation’ (Gumperz et al. 1979: 9). The
ethical question to the forefront in this type of project has to be concerned with the
roles and rights of the informants used by the researchers, those whose discourse was
recorded and then analysed for use in the Crosstalk materials. The document advises:
‘Applied linguists should respect the rights, interests, sensitivities, and privacy of their
informants. It is important to try to anticipate any harmful effects or disruptions to
informants’ lives and environment, and to avoid any stress, undue intrusion and real
or perceived exploitation. Researchers have a responsibility to be sensitive to cultural,
religious, gender, age and other differences’ (BAAL 1994: 6.1). Questions would
need to be asked about the care taken to ensure that the informants used in this
project were properly, that is ethically treated.
4.4.5 Language and identity
The Lebanese study involved, in part, observation of and conversation with
members of the author’s family. The BAAL document contains this advice: ‘The
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applied linguist … should take steps to avoid uncritically partisan alignment with
any one interest group … all participants should have the right to comment on the
fairness, relevance and accuracy of project reports’ (BAAL 1994: 6.7). The report of
the project (Joseph 2004a) does not tell us whether comments were solicited from
the author’s Lebanese relatives on his findings.
4.4.6 Assessing English as a lingua franca
The purpose of this project was to examine the feasibility of English as a lingua franca
assessment. The BAAL document states: ‘Assessment methods should be developed
that take account of students’ differing backgrounds and academic needs’ (BAAL
1994: 3.4). Given the purpose of the project it would seem that it did conform
to the guidelines, precisely because it concluded that at present there is no ELF
population on which to base the test.
4.4.7 Critical pedagogy
The BAAL document states under the section dealing with responsibilities to the
public:
Awareness of the impact of one’s work: in setting up research, consideration should
be given to conflicting interests. In principle, greater access to well-founded
information should serve rather than threaten the interests of society. But it is
necessary to consider the effects of research on all groups within society, including
those that are not directly involved. Information can be misconstrued or misused.
Applied linguists should try to anticipate likely misinterpretations, and the
damage they might cause, and counteract them when they occur.
(ibid: 4.1)
In his advocacy of ‘critical pedagogy’ the researcher in this project makes the
following comment: ‘Broadly speaking, then, critical pedagogy aims to change both
schooling and society, to the mutual benefit of both’ (Pennycook 1994a: 297).
Questions would need to be asked here regarding the outcome of such research
towards students, given that attention appears to have moved away from language
and culture, and their interaction, towards politics: ‘critical pedagogy takes schools
as cultural and political arenas where different cultural, ideological and social forms
are constantly in struggle’ (ibid: 297).