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ERIC Number: EJ1468782
Record Type: Journal
Publication Date: 2025
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1479-0718
EISSN: EISSN-1747-7530
Available Date: 0000-00-00
Achieving Representativity in Opportunity Sampling: The 'Bradford Effect' in the Multilingual Families COVID-19 Survey
Megan L. Wood1; Lydia Gunning2,3; Cecile De Cat3,4
International Journal of Multilingualism, v22 n2 p281-302 2025
Typically, families from ethnic minority backgrounds and socioeconomic disadvantage are underrepresented in research. Using secondary data from a survey of the language practices of multilingual families during the first wave of the COVID-19 pandemic, we sought to ascertain whether the unexpectedly large proportion of Bradford-based respondents affected the representativeness of the sample and/or the patterns of responses. Respondents were objectively categorised into five latent profiles, based on the demographics of the household and families' engagement with the Heritage Language (HL). The three of the household profiles considered 'engaged' with their HL reported more positive attitudes towards multilingualism. Their language practices also more markedly changed during the lockdown compared to families who were less engaged with their HL. One of the five profiles was deemed to represent those usually considered 'hard-to-reach' in research (i.e. ethnic minority, low socio-economic status). The Hard-to-reach and Unengaged profiles were mainly represented by Bradford families. We argue that the exceptional engagement of Bradford communities in research resulted in better representativity of family profiles in this national survey.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (London); United Kingdom (Wales); Ireland; United Kingdom (Scotland); United Kingdom (Northern Ireland)
Grant or Contract Numbers: N/A
Author Affiliations: 1School of Psychology, University of Leeds, Leeds, UK; 2The Born in Bradford Centre for Applied Education Research, Bradford, UK; 3School of Languages, Cultures and Societies, University of Leeds, Leeds, UK; 4UiT Arctic University of Norway, Tromsø, Norway