Unfortunately, as I had suspected, the data that I collected from my first think-aloud was not what I had intended to collect. The nature of the task that the student was completing did not allow him to share thoughts but rather a commentary of his actions. He was completing a report for one of his engineering classes that primarily involved mathematical calculations. I did not feel as though the student could share any perspectives of how his languages and cultures shape his learning. Upon discussion with my supervisor, I am reconsidering how I conduct the think-aloud. It may be necessary for me to be outside the room so that participants are not tempted to engage with me during the task. In introducing the think-aloud, I should make it clearer that I am wanting to see how their languages and cultures shape their understanding of the task at hand and to perhaps consider that language and culture may not be transparent to them. Their languages and cultures might shape their ways of thinking, so this is what I would like to bring to their attention in order to broaden their perspectives. It was also possible that I create a more comfortable space for participants such as leaving the room so that they feel less inclined to speak directly to me rather than think aloud for themselves.
I have felt somewhat discouraged that I was unable to collect the data I had imagined through conducting think-alouds, however, I will be attempting the think-aloud again with the same student using a written based task instead. Hopefully the written based task will allow him and myself to collect more appropriate data that provides greater opportunity for languages and cultures to be brought to the fore.
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