Transdisciplinary qualitative paradigm in applied linguistics: autoethnography, participatory action research and minority language teaching and learning^*

References

• Acković, D. (2012). Ogled o proučavanju romskog jezika. In: R. Đurić (Ed.), Standardizacija romskog jezika (pp. 13–30). Sarajevo: Udruženje Kali Sara Romski informativni centar.
   Google Scholar
• Allen, A. A. (1998). Power trouble: Performativity as critical theory. Constellations, 5(4), 456–471. doi:10.1111/1467-8675.00108
   Google Scholar
• Anderson, L. (2006). Analytic autoethnography. Journal of Contemporary Ethnography, 35(4), 373–395. doi:10.1177/0891241605280449
   Web of Science ®Google Scholar
• Bastardas Boada, A. (2013). Language policy and planning as an interdisciplinary field: Towards a complexity approach. Current Issues in Language Planning, 14(3–4), 363–381. doi:10.1080/14664208.2013.829276
   Google Scholar
• Baucal, A. (2012). Deca i mladi iz romske zajednice u obrazovnom sistemu Srbije: Marginalizovani u društvu i marginalizovani u obrazovnom sistemu (Children and Young Roma in the Educational System in Serbia: Marginalization in Society and in Education). In T. Varadi & G. Bašić (Eds.), Promene identiteta, kulture jezika Roma u uslovima planske socijalno-ekonomske integracije [The change of Roma identity, culture and language conditioned by planned socio-economic integration] (pp. 349–363). Beograd: SANU/Odeljenje društvenih nauka [Serbian Academy of Sciences and Arts/Department of Social Sciences].
   Google Scholar
• Canagarajah, A. S. (2012). Teacher development in a global profession: an autoethnography. TESOL Quarterly, 46(2), 258–279. doi:10.1002/tesq.18
   Web of Science ®Google Scholar
• Charmaz, K. (2005). Grounded theory in the 21st century. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 507–535). Thousand Oaks: Sage Publications.
   Google Scholar
• Council of Europe (1993). Parliamentary assembly recommendation 1203(1993). Gypsies in Europe. Retreived from July 15, 2018, from http://assembly.coe.int/nw/xml/XRef/Xref-XML2HTML-EN.asp?fileid=15237&lang=en
   Google Scholar
• Council of Europe (2008). A curriculum framework for Romani. Strasbourg: Council of Europe, Language Policy Division. Retrieved from https://www.coe.int/t/dg4/linguistic/Source/Rom_CuFrRomani2008_EN.pdf
   Google Scholar
• Denzin, N. K., & Lincoln, Y. S. (2005). Introduction. The handbook of qualitative research (3rd ed., pp. 1–32). Thousand Oaks: Sage Publications.
   Google Scholar
• Dörnyei, Z. (2007). Research methods in applied linguistics. Qualitative, quantitative and mixed methodologies. Oxford: Oxford University Press.
   Google Scholar
• Đurić, R. (Ed.). (2012). Standardizacija romskog jezika. Sarajevo: Udruženje Kali Sara Romski informativni centar.
   Google Scholar
• Filipović, J. (2012). Obrazovanje romske dece u Srbiji: jezička perspektiva. [Education of Romani children in Serbia: the language perspective]. In T. Varadi & G. Bašić (Eds.), Promene identiteta, kulture jezika Roma u uslovima planske socijalno-ekonomske integracije [The change of Roma identity, culture and language conditioned by planned socio-economic integration] (pp. 335–347). Beograd: SANU (Odeljenje društvenih nauka).
   Google Scholar
• Filipović, J. (2015). Transdisciplinary approach to language study. The complexity theory perspective. London: Palgrave Macmillan.
   Google Scholar
• Filipović, J. (2016a). Vzdělávání Romů v Srbsku: perspektiva projektu QualiRom. Romano džaniben. Retrieved April 3, 2019 from https://www.dzaniben.cz/files/c443de5217800a5801d49d65d16b4e22.pdf,
   Google Scholar
• Filipović, J. (2016b). Kisebbségi nyelvek az alkalmazott nyelvészetben - A résztvevöi akciókutatás és az autoetnográfia között [Minority languages in applied linguistics: Between participatory action research and autoethnography]. In K. István & B. Csilla (Eds.), Áktakános Nyelvészeti Tanulmányok XXVIII.A többnyelvüség dimenziói: Terek, kontextusok, kutatási távlatok. [General linguistics studies XXVIII. Dimensions of multilingualism: Spaces, contexts, research prospects] (pp. 147–163). Budapest: Akadémai Kiadó.
   Google Scholar
• Filipović, J., Vučo, J., & Djurić, L. (2010). From language barriers to social capital: Serbian as the language of education for Romani children. In M. T. Prior et al., (Eds.), Selected proceedings of the 2008 second language research forum (pp. 261–275). Somerville, MA: Cascadilla Proceedings Project.
   Google Scholar
• Flores Farfán, J. A., & Córdova Hernández, L. (2012). Guía de revitalización lingüística: para una gestión formada e informada. México, DF: Centro de Investigaciones y Estudios Superiores en Antropología Social (CIESAS).
   Google Scholar
• Geeraerts, D. (2003). Cultural models of linguistic standardization. In R. Dirven, R. Frank & M. Pütz (Eds.), Cognitive models in language and thought. Ideology, metaphors and meanings (pp. 25–68). Berlin: Mouton de Gruyter.
   Google Scholar
• Gergen, M. M., & Gergen, K. J. (2000). Qualitative inquiry: Tensions and transformations. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 1025–1046). London: Sage.
   Google Scholar
• Guy, W. (2003). Late arrivals at the nationalist games: Romani mobilization in the Czech Lands and Slovakia. In S. Fenton & S. May (Eds.), Ethnonational identities (pp. 48–83). Gordonsville, VA: Palgrave Macmillan.
   Google Scholar
• Halwachs, D. (2003). The changing status of Romani in Europe. In G. Hogan-Brun & S. Wolff (Eds.), Minority languages in Europe. Frameworks, status, prospects (pp.192–207). London: Palgrave Macmillan.
   Google Scholar
• Halwachs, D. (2012). Romani teaching: some general considerations based on model cases. In T. Varadi & G. Bašić (Eds.), Promene identiteta, kulture jezika Roma u uslovima planske socijalno-ekonomske integracije [The change of Roma identity, culture and language conditioned by planned socio-economic integration] (pp. 319–334). Beograd: SANU (Odeljenje društvenih nauka).
   Google Scholar
• Hirsch Hadorn, G., Hoffmann-Riem, H., Biber-Klemm, S., Grossenbacher-Mansuy, W., Joye, D., Pohl, C., ⋯ Zemp, E. (Eds.). (2008). Handbook of transdisciplinary research. Dordecht: Springer.
   Google Scholar
• Kemmis, S., & Mc Taggart, R. (2005). Participatory action research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 559–603). Thousand Oaks: Sage Publications.
   Google Scholar
• Klein, J. T. (2008). Evaluation of interdisciplinary and transdisciplinary research. A Literature Review. American Journal of Preventive Medicine, 35(2), S116–S123. doi:10.1016/j.amepre.2008.05.010
   PubMed Web of Science ®Google Scholar
• Matras, Y., & Reershemius, G. (1991). Standardization beyond the state: the cases of Yiddish, Kurdish and Romani. In U. von Gleich & E. Wollf (Eds.), Standardization of national languages. Symposium on language standardization (pp. 103–123). Hamburg: Unesco-Institut für Pädagogik.
   Google Scholar
• May, S. (2008). Language and minority rights. Ethnicity, nationalism and the politics of language. New York: Routledge.
   Google Scholar
• Milroy, J. (2001). Language ideologies and consequences of standardization. Journal of Sociolinguistics, 5(4), 530–555. doi:10.1111/1467-9481.00163
   Google Scholar
• Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
   Google Scholar
• Phillipson, R. (2000). Integrative comment: Living with vision and commitment. In U. R. Phillipson (Ed.), Rights to language: Equity, power and education (pp. 264–278). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Phillipson, R. (2006). Language policy and linguistic imperialism. In U. T. Ricento (ur), An Introduction to language policy. Theory and method (pp. 346–361). Malden, MA: Blackwell Publishing.
   Google Scholar
• Ringold, D., Orenstein, M. A., & Wilkens, E. (2003). Roma in an expanding Europe. Breaking the poverty cycle. Washington, D.C.: The World Bank.
   Google Scholar
• Skutnabb-Kangas, T. (2000). Linguistic genocide in education – Or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Skutnabb-Kangas, T. (2002). Language policies and education: The role of education in destroying or supporting the world's linguistic diversity. Keynote address at the World Congress on Language Policies, 16–20 April, 2002, organized by Linguapax Institute in cooperation with the Government of Catalonia, Barcelona, Spain. Retrieved from http://www.linguapax.org/wp-content/uploads/2015/07/CMPL2002_Plenari_TSkutnabb-Kangas.pdf
   Google Scholar
• Skutnabb-Kangas, T. (2004). The right to mother tongue medium education-the hot potato in human rights instruments. Opening Plenary, II Mercator International Symposium Europe 2004: A new Framework for All Languages? Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.464.4418&rep=rep1&type=pdf
   Google Scholar
• Skutnabb-Kangas, T. (2005). Endangered linguistic and cultural diversities and endangered biodiversity: The role of educational linguistic human rights in diversity maintenance. Seminar on Cultural Diversity and Linguistic Diversity, Diyanrbair/Amed, 20–25 March 2005. Retrieved from http://www.pen-kurd.org/Diyarbakir-seminar/tove-endangered-linguistic-and-cultural-diversities.html
   Google Scholar
• Skutnabb-Kangas, T. (2006). Language policy and linguistic human rights. In U. T. Ricento (ur), An introduction to language policy. Theory and method (pp. 273–291). Malden, MA, Blackwell Publishing.
   Google Scholar
• Stark, D. (2001). Ambiguous assets for uncertain environments: heterarchy in postsocialist firms. In P. Dimaggio (Ed.), The Twenty-First Century Firm: Changing Economic Organization in International Perspective (pp. 69–104). Princeton, NJ: Princeton UP.
   Google Scholar
• Tedlock, B. (2005). The observation of participation and the emergence of public ethnography. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 467–505). Thousand Oaks: Sage Publications.
   Google Scholar
• Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The Leadership Quarterly, 18(4), 298–318. doi:10.1016/j.leaqua.2007.04.002
   Web of Science ®Google Scholar
• Wiesmann, U., et al. (2008). Ehnancing transdisciplinary research: A synthesis in fifteen points. In G. Hirsch Hadorn et al. (Eds.), Handbook of transdisciplinary research (pp. 433–441). Dordecht: Springer.
   Google Scholar