1. Cross-Language Qualitative Research
What’s lost in translation?
Megan MacLean
University of Guelph
EDRD 6000 March 2013

2. Cross-Language Qualitative
Research
• Cross-language research is research involving two or more
languages.
• It can refer to:
– researchers working with participants in a language that the
research team is not fluent in.
• Even if one or more researchers are fluent in the language of
the participants, if the whole team is not fluent in the same
language of the participant, it may still be considered cross-
language research.
– researchers working with participants utilizing a language that is
neither of their native languages.
Can you think of any studies
– translation of research or findings into another that involved cross-language
language at any step of the research process. research? How did you
become aware that the
research had been translated?

3. Cross-Language Qualitative
Research
• Many of the strengths of qualitative research lie in its ability to study
personal interpretation and experiences within specific contextual
settings.
• Language is often considered more than just a collection of words but
includes cultural, social and political contextual connotations.
• Thus, qualitative researchers are concerned with language (spoken and
unspoken) as a representation of the situational context and
interpretations.
• In this increasingly globalized world, more cross-language research is
being conducted than ever before.
• Research findings are often translated into English to increase the
number of journals or other works that can publish the study.
• Cross-language qualitative research and its methodological
challenges is, in the last ten years, receiving increasing
attention from scholars; in particular in nursing and other
health care fields.

4. Translator or Interpreter?
• To perform cross-language research, qualitative researchers
utilize the services of a translator or interpreter who are
responsible for translating the language in a study.
• While the titles of translator and interpreter are often used
interchangeably, they are distinct when referring to research.
Translator: a person who translates a written
document from one language to another.
Interpreter: a person who orally
translates one language to
another.

5. Challenges in Using an Interpreter or
Translator
Use of an interpreter or translator may
threaten the rigor or validity of a study.
• Complex concepts and some phrases or words may be difficult or
impossible to translate.
• Literal translations of both participant responses and research
questions can greatly distort meaning.
• Presence of an interpreter can alter the setting dynamic.
– Translation may disturb the fluid process of an interview or other
research method.
– The interpreter may have unknown influence on the
participant, especially if the interpreter is from the same community
as participants.
– The presence of an interpreter may create distance between
researcher and participants and reduce rapport.

6. Challenges in Using an Interpreter or
Translator
• The interpreter / translator may add another layer of potential bias
through their choice of wording or understanding of the context.
• Important details that are viewed as ‘informal’ dialogue may be left
out.
• The interpreter / translator may disregard details if they are viewed
as negative to the study, in particular if the study will impact the
interpreter or interpreter’s community.
• The interpreter / translator may not be knowledgeable about
qualitative research techniques or research ethics resulting in
inappropriate actions.
• Qualified, experienced translation service providers may be
expensive.

7. For example...
• In a health care study: “level 1 trauma centre” referring to a hospital unit
in the US, translated by a knowledgeable health care worker using Latin
American Spanish is “un hospital del tercer nivel”, of which the literal
translation is “a hospital of the third level”. This refers to a different
medical term altogether.
• In a community study on female immigrants: the services of an interpreter
were used who was a member of the community and the culture group
that was being studied. Viewed as a simple technical conduit of
information, it was only after the study was completed that it was realized
that the interpreter was in a position of power in the community and that
may have influenced the actual responses from participants as well as
influenced the translation of responses.
Have you come across
any similar examples?

8. Benefits of using an Interpreter or
Translator
• An interpreter or translator familiar with the cultural context may
add detail that could have been overlooked.
• Interpreters may allow researchers to develop a higher level of
rapport with participants, especially if the interpreter is from the
same community.
• Use of an interpreter may allow a researcher to pay closer attention
to other details, such as body language.
• Presence of an interpreter can increase the credibility of a
researcher.
For example....
Can you think of any
In a study of business professionals: researchers other benefits of having
reported that use of an interpreter increased the an interpreter present
level of professionalism and credibility for the during research?
research team.

9. Mitigating the Challenges
• Interpreters and translators are often treated as invisible
conduits in the research process, with many studies
having very little or no mention of their responsibilities at
all.
• Recently, scholars studying cross-language qualitative
research have argued for greater awareness and
understanding of interpreters / translators role in the
entire research process.
• Acknowledging that an interpreter / translator has
influence on the research process and outcome is very
important! Are you planning to conduct cross-
language research? What steps have
you taken to address the challenges?

10. Recommendations for Qualitative
Cross-Language Researchers
• Be aware
– Carefully consider the role and influence of interpreters / translators including
issues of power in the research design and process.
• Be prepared
– Adequately prepare the entire research team, including the interpreter or
translator to ensure that everyone is aware of the research process and goals.
• Provide training
– Provide training to interpreters / translators in research methods.
• Plan for extra time
– Allow for a potentially slower pace when working with interpreters as
compared to working without; allowing for clarifications, debriefing and
verification.
• Double check
– Have a second individual who is not directly involved with data collection or
initial translation to verify translations.

11. Recommendations for Qualitative
Cross-Language Researchers
• Investigate the background
– Assess the qualifications and level of language competence of the interpreter
/ translator as well as the experience of the interpreter / translator with the
culture of participants or community involved in the study.
• Test methods
– Fully test all methods in the language in which they will be used prior to use.
• Retain materials
– Keep un-translated documents for future referencing.
• Acknowledge limitations
– Clearly outline all limitations of cross-language studies and the use of
interpreters / translators.
• Provide rationale
– Describe the rationale on why a language was chosen, when the translation
occurred, and why a specific interpreter/translator was selected.

12. References
•Berman, R. C., & Tyyskä, V. (2011). A critical reflection on the use of Translators/Interpreters in a qualitative cross- language
research project. International Journal of Qualitative Methods, 10(2), 178-190.
•Catherine Welch, & Rebecca Piekkari. (2006). Crossing language boundaries: Qualitative interviewing in international business.
Management International Review, 46(4), 417-437.
•Croot, E. J., Lees, J., & Grant, G. (2011). Evaluating standards in cross-language research: A critique of squires’ criteria.
International Journal of Nursing Studies, 48(8), 1002-1011. doi: 10.1016/j.ijnurstu.2011.04.007
•Jones, E., & Boyle, J. (2011). Working with translators and interpreters in research: Lessons learned. Journal of Transcultural
Nursing, 22(2), 109-115. doi: 10.1177/1043659610395767
•Polkinghorne, D. E. (2005). Language and meaning: Data collection in qualitative research. Journal of Counseling Psychology,
52(2), 137-145. doi: 10.1037/0022-0167.52.2.137
•Regmi, K., Naidoo, J., & Pilkington, P. (2010). Understanding the processes of translation and transliteration in qualitative
research. International Journal of Qualitative Methods, 9(1), 16-26.
•Squires, A. (2009). Methodological challenges in cross-language qualitative research: A research review. International Journal of
Nursing Studies, 46(2), 277-287. doi: 10.1016/j.ijnurstu.2008.08.006
•Temple, B., & Edwards, R. (2002). Interpreters/Translators and cross-language research: Reflexivity and border crossings
International Journal of Qualitative Methods, 1(2)
•Temple, B., Edwards, R., & Alexander, C. (2006). Grasping at context: Cross language qualitative research as secondary qualitative
data analysis. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, , 7(4)
•van Nes, F., Abma, T., Jonsson, H., & Deeg, D. (2010). Language differences in qualitative research: Is meaning lost in translation?
European Journal of Ageing, 7(4), 313.
•Williamson, D., Choi, J., Charchuk, M., Rempel, G., Pitre, N., Breitkreuz, R., & Kushner, K. (2011). Interpreter-facilitated cross-
language interviews: A research note. Qualitative Research, 11(4), 381-394. doi: 10.1177/1468794111404319
Images:
•Ellis, A. (2011). Add language to LinkedIn profile to help job search . Retrieved March 1, 2013, from
http://www.6psbig3.com/blog/index.php/2011/11/01/add-language-to-linkedin-profile-to-help-job-search/
•All clip art from http://office.microsoft.com/en-ca/images/
–terms of use include free use for school assignments and for non-commercial use.

13. Thank you for viewing
my presentation!
Please post a comment with your
questions.