Blurring the borders between research and practice: video as a tool to develop knowledge about language and empower (student) teachers in multilingual pre-school classrooms

This paper presents data collected within the context of a teacher education course designed to raise student teachers' critical language awareness. Firstly, we describe the process of selecting, editing and constructing a bank of thematic extracts of filmed classroom interactions and interview...

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Bibliographic Details
Published in:European early childhood education research journal 2021-05, Vol.29 (3), p.351-362
Main Authors: Young, Andrea S., Mary, Latisha
Format: Article
Language:English
Subjects:
Bilingual Students
Cultural Differences
Empathy
Empowerment
Family Environment
French
Initial teacher education
knowledge about language
Knowledge Level
Language of Instruction
Language Usage
linguistic and cultural diversity
Multilingualism
Participatory research
Preschool Education
Preservice Teachers
Student Diversity
Student Needs
Student teachers
Teacher education
Teacher Education Programs
Teaching Methods
Turkish
Video
Video Technology
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Summary:This paper presents data collected within the context of a teacher education course designed to raise student teachers' critical language awareness. Firstly, we describe the process of selecting, editing and constructing a bank of thematic extracts of filmed classroom interactions and interviews for use in teacher education. Secondly, we explore the impact of these materials on students' willingness and desire to reflect on issues concerning language and consider the ways in which these resources were most effective in fostering student teachers' empathy and knowledge about language. The data analysis reveals that the use of the filmed extracts, in combination with theoretical readings and discussion, was highly instrumental in helping student teachers to develop a deeper understanding of the issues and the theory behind linguistically inclusive pedagogical practices and in empowering them to act as agents of change.
ISSN:1350-293X
1752-1807
DOI:10.1080/1350293X.2021.1928720