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Purpose – This chapter presents an analysis of a researcher-led follow-up activity during an early childhood reading lesson that was aligned with a gradual release of responsibility (GRR) model. Particularly, the authors seek to understand how students used their language(s) in this lesson, how they described particular linguistic decisions, and how language could be further conceptualized in such events.

Design/Methodology/Approach – The authors develop a telling case (Mitchell, 1984) from the guided instruction portion of a lesson to make salient theoretical connections between metacognitive strategies taught in early literacy and metalinguistic knowledge theorized from the field of linguistic anthropology. The lesson was video recorded for interactional analysis. The video recording was also used to stimulate recall and allow students to reflect on their own language use.

Findings –Through the telling case, the authors use language socialization as a lens to understand the way students represent story retell with physical objects. Though some students do not use the school-based conventionalized form of retelling, they do engage in retelling by using a variety of other forms. The authors highlight through the case that the metacognitive strategy of story retell is distinct from the abstract linear, left-to-right representation of sequencing of events.

Research Limitations/Implications – This study suggests that further attention is needed to theorize the relationship between reading strategies and forms of representation in multilingual preschool contexts. In particular, the very notions of literacy and language need to be nuanced through conversations among multiple disciplines.

Practical Implications – Practitioners are encouraged to attend to the differences between metacognitive strategies that are useful for reading comprehension and the expected styles of representation. Teachers can consider leveraging the communicative repertoires of emergent bilingual students as they accomplish early literacy activities, thereby, potentially offering further scaffolds for learning reading strategies.

Originality/Value of Paper – This chapter brings nuance to the GRR model by demonstrating that there is a difference between the GRR of metacognitive strategies in reading instruction and the way they are represented through diverse semiotic repertoires.

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

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.

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.

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.

To explore the use of video-stimulated reflection during read aloud activities in early childhood to promote self-awareness, reading comprehension, and metacognitive literacy practices.

The increasing visibility and accessibility of video recording devices across learning environments is the cause for investigating their potential utility as effective instructional tools. This chapter outlines a pedagogical approach to the implementation of video reflection in early childhood education. Grounded theory is used to build an understanding of how video can support effective emergent literacy and metacognitive strategy instruction.

Video recordings facilitated students’ reflection. Common reflective themes include revisiting the recorded event in reflective discussion, elaboration on story elements toward increasing comprehension, and explaining students’ own thinking. These findings indicate students’ ability to engage in emergent practices fundamental to a disciplinary literacy perspective.

The use of tablets as a video device in early childhood can be utilized to promote reading instruction and metacognition. Video reflection can leverage practices that are necessary for disciplinary literacies.