Content area
Full Text
Image Data in Qualitative Research
The tradition of qualitative research has recognized various instruments and types of data. While textual materials are dominant, the use of visual materials either as research tools or sources of data for further analysis is also well established (Harper, 2002; Epstein, Stevens, McKeever & Baruchel, 2006). Many studies have employed visual materials, such as photos, paintings, maps, diagrams and videos in various methods. Such materials are generally preferred by researchers because they provide practicality in terms of research design. More often, visual materials are used because they have polysémie quality which provides rich interpretive meanings (Pink, 2001; Mason, 2005; Pain, 2012).
One common research technique employing visual materials is image elicitation. It is based on a basic principle of using images in interviews and asking participants to comment on the images (Harper, 2002; Bignante, 2010). Harper (2002) suggests that as a visual-based technique, not only does image elicitation generate more information, it also stimulates different responses from participants since images 'evoke deeper elements of human consciousness than do words' (p. 13). On the basis of this aspect, image elicitation thus is not a substitutive method for traditional interviews. Rather, it is an important way to bring different insights into research and triangulate various sources of information (Bignante, 2010).
The Research Problem
The strong preference for native English teachers has become a problematic issue in the field of English language teaching (Mahboob, 2004; Braine, 2010; Mahboob & Golden, 2013; Selvi, 2014). Although the majority of English teachers worldwide are non-native English speakers (Canagarajah, 2005; Graddol, 2006; Braine, 2010; Selvi, 2011; Crystal, 2012) and English is mostly learned in contexts where it is used as a second or foreign language (Crystal, 2003; Graddol, 2006; Braine, 2010; Murray & Christison, 2011), native speakers of English are more favoured as English teachers. The belief that ideal English teachers are native English speakers - the 'native speaker fallacy' - has been widely taken for granted (Phillipson, 1992, p. 126).
That native English speakers are believed to be the standard of proper English and the pedagogy of the language has caused difficulties for non-native English teachers (Widdowson, 1993). In terms of employment, non-native English teachers have been treated unequally; they are less preferred regardless of...