Digital Promise reflected on the research practices used during a study co-designing learning and employment technologies with Spanish-first learners and workers. We noticed that simply translating the English protocols to Spanish was insufficient, and it could not be assumed to be equitable and inclusive research practices. From our own lived experiences, we know how culture and language influence the research process and space.
This reflection aims to contribute to the knowledge and discussions on equitable and inclusive research practices. From the Spanish-first learners and workers’ responses, we created a guided structure for researchers to use. It will guide their research practices to be more equitable and inclusive of non-native English speakers.
Having the opportunity to reflect allowed us to understand the lived experiences of the participants to improve our practices for future research (Machost & Stains, 2023). For this case study, we looked at how equitable and inclusive our research practices had been while working with Spanish-first learners and workers from Palm Beach County, Florida. These eight participants were originally from a Spanish-speaking country and now worked in education, government, or medical-related fields. Six identified as female, and two identified as male, ranging in age from their early 20s to early 50s. All learners and workers were invited to participate, but only seven completed the post-study survey. The participants received compensation for their time.
We reviewed relevant research on best practices for working with non-native English speakers, which informed the survey topics. The topics were translations, session format, researchers’ learning transition stories, interest in learning and employment innovations, background and voice, co-design experience, trust, motivation, researchers’ influence, and language used. The survey responses were reviewed and analyzed by two researchers to ensure experiences and perspectives were captured accurately. They generated themes from the findings.
The research identified three key themes: willingness to help, autonomy of expression, and inclusiveness of co-design. The theme of willingness to help was notable in participants’ motivation to support others experiencing learning transitions, and through their participation in the co-design of technology intended to help learners and workers. A participant stated,
“Dar a conocer varias limitaciones presentadas durante momentos vividos ya que ello contribuirá a ayudar a que otras personas no vivan o pasen por limitaciones que en su momento pasaron las participantes.” [Make known various limitations presented during lived moments since this will contribute to helping other people not experience or go through limitations that the participants went through].
Participants could express thoughts and opinions freely in their native language through natural and open discussions in a trusting environment, reflecting the second theme, autonomy of expression. A participant shared,
“Me sentí muy cómoda ya que en todo momento los investigadores nos brindaron toda su confianza para expresarnos de manera libre.” [I felt very comfortable since at all times the researchers gave us all their confidence to express ourselves freely].
Finally, participants recognized that co-designing technology makes it more inclusive for others. A participant stated,
“Mi cultura, trayectoria, y experiencia fueron respetados a lo largo del codiseño por la cohorte de participantes, moderadores, y personal de Digital Promise. Las preguntas de las entrevistas, especialmente, se diseñaron con especificidades culturales en mente.” [My culture, background, and experience were respected throughout the co-design by the cohort of participants, moderators, and Digital Promise staff. The interview questions, especially, were designed with cultural specificities in mind.]
Based on the literature review and findings, we developed a guided structure with reflection questions to help researchers apply more equitable and inclusive practices when engaging non-native English speakers during the research process. It also helps create a safe and trusting research environment for all participants to feel heard and valued.
This structured approach helps researchers consider several key areas: what motivates participants, the challenges participants face, the role of language, how researchers build relationships with participants, and how the study is designed. For instance, when thinking about motivation, researchers ask themselves why non-native English speakers might choose to participate. Are they genuinely interested, or do they feel pressured, especially if the request comes from someone in authority? When considering challenges, researchers reflect on how they can reduce obstacles that might affect participants’ ability to fully participate in the study. They might also look at the relationship between themselves and the participants. What helps build trust and respect, especially for non-native English speakers? Language plays a significant role, too. Researchers work to include the participants’ native language whenever possible and ensure they understand everything as clearly as a native English speaker would. Lastly, they examine the research design itself, considering whether it truly supports the needs of non-native English speakers or unintentionally leaves them out.
This research emphasizes the importance of following equitable and inclusive research practices. When research is conducted in the participants’ native language, and their experiences, opinions, needs, and wants are captured and considered, they are valued and prioritized. This approach doesn’t just make participants feel their voices are heard—it also leads to better, more meaningful research. By using a clear, guided structure, researchers can ensure their research is equitable and inclusive, which can shift future research practices to be thoughtful, fair, and respectful of everyone involved.
To view the complete guided structure or further details about the reflective case study, check out Exploring research practices with non-native English speakers: A reflective case study.
Digital Promise has been a pioneer in competency-based micro-credentials and has more than 10 years of experience in supporting organizations with their micro-credentialing needs. Check out this eBook, The Role of Micro-Credentials in Lifelong Learning and Development: Empowering Learners, Empowering Organizations, a comprehensive resource accessible to all interested in understanding micro-credentials. If you are interested in learning more about Digital Promise’s micro-credential services, please contact us at microcredentials@digitalpromise.org.
Braun, V., Clarke, V., Hayfield, N., & Terry, G. Thematic analysis. P. Liamputtong (Ed.), Handbook of research methods in health social sciences, Springer (2019), pp. 843-860
Crystal, D. (2003). English as a global language. Cambridge University Press.
Machost, H. & Stains, M. (2023). Reflective practices in education: A primer for practitioners. Life Sciences Education, 22(2).
