The second stage of the thematic system was to attempt to go beyond the descriptive coding and focus on my interpretation of the meaning of what was said during the interviews. The transcribing of emotional states, tone of voice and body language was beneficial when attempting to generate interpretive codes. In the main, interpretive codes are generated by together descriptive “grouping codes that seem to share some common meaning, and creating an interpretative code that captures it”. (King and Horrocks, 2010, p. 154). It was useful when attempting to generate interpretative codes to return to the original interview transcript to double check that the descriptive code mirrored what was said by the participant, as incorrectly assigning descriptive codes to interpretive codes would likely change the original meaning of the participant’s words. As with stage 1, this process was repeated for each of the interview transcripts. Below is a sample of what I produced for each interview transcript upon completion of the second stage of analysis. Highlighted Extract Descriptive Code Interpretative Code English and Maths are in every Cross-curricular Lack of cross-curricular subject in the school nature of other language teaching subject areas and Languages doesn’t seem to fit into things like English and Maths do. We also things in Science that we Curriculum Success of other subjects use in Geography. working together Yes, sometimes we do the same kind of projects and with Languages we have a lesson and Languages removed Lack of cross-curricular don’t use the from subject language teaching areas until next week’s lesson It be cool to use Spanish more Level of student Desire to use languages during the week motivation for more language learning because I enjoy the lessons To give an example I like football and Cross-curricular P.E opportunity having a football match in Spanish would be cool.
The second stage of the thematic system was to attempt to go beyond the descriptive coding and focus on my interpretation of the meaning of what was said during the interviews. The transcribing of emotional states, tone of voice and body language was beneficial when attempting to generate interpretive codes. In the main, interpretive codes are generated by “grouping together descriptive codes that seem to share some common meaning, and creating an interpretative code that captures it”. (King and Horrocks, 2010, p. 154). It was useful when attempting to generate interpretative codes to return to the original interview transcript to double check that the descriptive code mirrored what was said by the participant, as incorrectly assigning descriptive codes to interpretive codes would likely change the original meaning of the participant’s words. As with stage 1, this process was repeated for each of the interview transcripts. Below is a sample of what I produced for each interview transcript upon completion of the second stage of analysis. Highlighted Extract Descriptive Code Interpretative Code English and Maths are in every subject in the school Cross-curricular nature of other subject areas Lack of cross-curricular language teaching and Languages doesn’t seem to fit into things like English and Maths do. We also things in Science that we use in Geography. Curriculum working together Success of other subjects Yes, sometimes we do the same kind of projects and with Languages we have a lesson and don’t use the Languages removed from subject areas Lack of cross-curricular language teaching until next week’s lesson It be cool to use Spanish more during the week Level of student motivation for language learning Desire to use languages more because I enjoy the lessons To give an example I like football and P.E Cross-curricular opportunity having a football match in Spanish would be cool.
Using_Pupil_Voice_to_Investigate_Students'_Thoughts_and_Opinions_on_Cross-Curriculum_Language_Teaching.docx