Abstract
Purpose-
This paper demonstrates complexity surrounding cross-language research involving an interpreter and illustrates how the author attempted to ensure methodological rigor through modifying and applying Squires' criteria to the design and conduct of her education research.
Design/methodology/approach-
This research employed Squires' recommendations for cross-language research as methodological guidelines for designing and conducting cross-language research. The research involved focus group discussions with teachers working in an ethnic minority boarding school in Laos and an interpreter who helped translating/transcribing interviews in Lao to English and data analysis.
Findings-
From applying Squires' criteria, this paper introduces a reflexive set of recommendations for researchers conducting a wide range of qualitative cross-language research.
Originality/value-
Most meta-criteria for cross-language research are developed to evaluate the quality of cross-language research. However, the soundness of a set of meta-criteria as one tool to evaluate all cross-language research might be questionable due to qualitative studies' diverse epistemological grounds. This paper argues that meta-criteria can serve as a critical and reflexive guide for cross-language researchers when used from the research design and on. The paper also suggests a new set of recommendations which may facilitate more reflexive approaches to cross-language research.