Using IPA to Explore Multilingual Lived Experience and Identity: A Reflection on Methodological Issues

This paper provides a personal reflection on methodological issues in terms of data collection and analysis using interpretative phenomenological analysis (IPA) to explore ethnic minority (Mongol-Chinese) students’ multilingual lived experience and their identity construction in language learning and practice. IPA, as a contemporary qualitative methodology, has developed quickly in psychology and other fields of social science, but it gets limited attention and practice in investigating how ethnic minority students negotiate their identities in multilingual education. Mongol-Chinese speakers as the target participants were interviewed online to share their subjective language learning experiences and perspectives on identity construction and negotiation. By reflecting on my doctoral journey in data collection and analysis, this paper aims to share my personal experience (concerns and solutions) in terms of the multilingual and ethical challenges that arise in this IPA project. It also intends to show the potential of IPA to explore students’ language learning experiences and beyond.