Examining Bilingual Classroom Video Analysis: A Teacher Education Framework for Curriculum Integration

Abstract

Purpose

To provide an understanding of how video recording can be used to mediate university level teacher development for language learning in diverse classrooms.

Methodology/approach

This study draws on cultural historical activity theory (Engeström, 1999) and the subsequent professional development literature to conceptualize video as a tool for self-reflection and critique to further learning. This chapter outlines how video analysis can be used in inservice teacher education to investigate the micro- and macro-interactions with English learners.

Findings

We found that utilizing various forms of analysis on a single video from the classroom can help teachers build connections between the micro and macro processes and implications of language in classrooms with English learners. Additionally, by studying videos of classroom activities, teachers learn how linguistic theories and particular instructional and assessment tools can be implemented in their own classrooms.

Practical implications

Videos can be a powerful tool for teacher educators and professional development experts because they allow for the analysis and reflection of a variety of analytic levels. Additionally, this study provides evidence that videos can be used to anchor otherwise discrete university coursework and bring cohesion and collaboration throughout the curriculum.

Citation

Troiano, B. and Rumenapp, J.C. (2015), "Examining Bilingual Classroom Video Analysis: A Teacher Education Framework for Curriculum Integration", Video Research in Disciplinary Literacies (Literacy Research, Practice and Evaluation, Vol. 6), Emerald Group Publishing Limited, Leeds, pp. 307-327. https://doi.org/10.1108/S2048-045820150000006015