JCPSLP November 2016

communication via email would offer more flexibility in terms of their participation. Momentum for the research slowed at this point. Sporadic email communication and the need for all communication to be translated influenced the frequency of contact. PRG members described their increasing workloads and other demands associated with their roles as “pioneers” of the SLP profession (e.g., training of staff in SLP) as influencing their ability to engage in the research. At least one member of the PRG commenced providing SLP services in a private capacity outside normal work hours. A further issue arising was the introduction of Ms Tran to replace Ms Mai as interpreter. Notes from the primary author’s reflective diary highlight to concerns as to how the research might be impacted, not only in terms of the quality of the interpretation and translation, but also with regard to group dynamics, interaction and collaboration (Figure 3). I am wondering how the introduction of Ms Tran to the research will play out this evening. Ms Mai was part of the research from its inception and familiar with the PRG and with the research plan, so introducing someone new may change dynamics. ??impact on collaboration A positive note – Ms Tran has been undertaking translation of resources for the PRG meeting … so hopefully an understanding of methodology and concepts – will need to follow this up. Am also wondering whether the difficulties with internet connection may deter Ms Tran from wanting to be involved in the research. (Dated 18 September 2014) The use of Skype for real-time collaboration had been considered an ideal vehicle through which the active and participatory nature of the research could be supported. However, detailed planning, including consideration of “a second plan of attack”, proved necessary when seeking to incorporate technology such as Skype into a setting where internet connection was unreliable. In addition, the demands arising from the role of members of the PRG as “pioneers” of the profession and increasing workloads, including the expansion of the profession into the private sector, were significant and had not been anticipated. The “tyranny of distance” was never more evident than during this cycle of the research, and facilitated key learnings with regard to the impact of technology, the increasing profile of the profession in Vietnam, and of the influence of local context upon the research. Cycle 3. Revisiting collaboration The third cycle of research collaboration was via two face-to-face meetings between the primary author and PRG in HCMC in October–November 2014. These meetings were important in re-establishing open and extended dialogue regarding the research, and supporting re-engagement of members of the PRG who had not maintained communication via email. The face-to-face meetings also provided opportunity for the primary author and the new interpreter to meet in person. Revisiting the key research concepts of “reflection” and “collaboration” was another important outcome from this cycle of the research. The excerpt below is taken from the Figure 3. Notes from primary author’s reflective diary

transcript of the English translation of a meeting in which the key concept of “reflection” is explored: In the research, “reflect” means to think about your practice as speech therapists 3 , and about the main issues you might wish to investigate further. Ms Tran, “reflect” in Vietnamese, how would you translate that? (Primary author) . [Ms Tran confers with PRG members] I gave out to the group a translation that I think kind of pretty much covers the idea of “reflect” and I am asking to see what they think. (Ms Tran) It is similar to “reflect” in English…. (Ms Bich) It means it’s like a process of thinking back, and then speak out what you think. (Ms Giang) [Further discussion between PRG members] They are saying there is not a direct translation for “reflect”. It is a very common thing to do in the West. And back when they were doing the course [PNTU Speech Therapy Training Program], the teachers, the lecturers were constantly asking them to reflect every time they write the report, every time they say something. The translation I gave out doesn’t really cover the entire meaning of it. (Ms Tran) It is not within the scope of this paper to discuss the technical aspects or complexities of translation and interpretation in cross-cultural research (for further information see Squires, 2009; Temple & Young, 2004; Wong & Poon, 2010). However, the time spent revisiting key research concepts proved critical to heightening the understanding of the researcher, members of the PRG and the interpreter to the influence of language and culture upon the research. In particular, it was during these discussions that the primary author’s assumption of concept equivalence between languages was challenged. The concepts of “reflection” and “collaboration” were identified by the interpreter and PRG as having different meanings in English and Vietnamese. Further, while the interpreter and members of the PRG are all Vietnamese, their individual interpretation of these concepts varied. Caretta (2015) and Turner (2010) draw attention to this latter issue, arguing that the gender, personal experiences, cultural influences, preconceptions, and belief systems of those involved in the research will influence the intended meaning of a concept, how individuals interpret the meaning of a concept, and how this meaning is communicated. Such insights highlighted how critical it is for all members of a research team to engage in dialogue as a means of facilitating mutual understanding of research principles, concepts and objectives. Cycle 3 of the research also provided opportunity to consider how the research might progress into the future. The excerpt below, taken from the transcript of the English translation of one of the meetings, highlights PRG members’ uncertainty as to the future direction of the research and its anticipated outcomes: What is the project aiming to obtain? We know we want to identify our needs in professional development but are there any other aims? (Ms Bich) When we do this project, how do we measure its success? (Mr Jach)

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JCPSLP Volume 18, Number 3 2016

Journal of Clinical Practice in Speech-Language Pathology