Does video self-analysis influence pre-service language teachers’ position within CLIL settings?
DOI:
https://doi.org/10.30827/portalin.vi38.23877Keywords:
positioning theory, pre-service teachers, CLIL, video-analysis, professional identityAbstract
Positioning theory helps to understand pre-service teachers’ performance and their professional identity. In the Content and Language Integrated Learning (CLIL) approach, studying teachers’ praxis from the positioning theory is relevant as integrating language and content is problematic for both in-service and pre-service teachers. Moreover, positioning theory could help teachers understand their teaching position. Video technology, as a valuable tool for teacher training, facilitates teachers’ analysis of their own teaching praxis and more importantly, it can help develop teaching awareness. However, scarce literature is found on how video-analysis from the positioning theory may benefit teachers in CLIL contexts. The objective of this paper is to analyse the influence of self video-analysis on pre-service teachers’ positions within CLIL settings. To conduct this research, pre-service teachers recorded and analysed a simulated CLIL lesson. Interviews were designed and administered to know the influence of video on participating teachers’ positions. Video supported pre-service teachers noticing their praxis and the meaning of CLIL while operating changes on their positions. Knowing the evolution of pre-service teachers’ positioning may contribute to, on the one hand, understanding professional identity and, on the other hand, to implement video-technology actions in pre-service programmes to support pre-service teachers’ noticing.
Downloads
References
Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392-402.
Barnes, M., & Falter, M. (2019). Posing for the camera: An analysis of pre-service teachers’ discursive practices during a video analysis session. i.e.: inquiry in education, 11(1), 1-28. https://digitalcommons.nl.edu/ie/vol11/iss1/9/
Barrios, E., & Milla, M. D. (2018): CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 48(1), 60-80. https://doi.org/10.1080/09571736.2018.1544269
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Blomberg, G., Sherin, M. G., Renkl, A., Glogger, I., & Seidel, T. (2014). Understanding video as a tool for teacher education: Investigating instructional strategies to promote reflection. Instructional Science, 42(3), 443-463. https://www.jstor.org/stable/43575238
Brophy, J. (2004). Using video in teacher education. JAI Press Incorporated.
Cammarata, L., & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal, 96(2), 251-269. https://doi.org/10.1111/j.1540-4781.2012.01330.x
Cinganotto, L., & Cuccurullo, D. (2015). The role of videos in the teaching and learning of content in a foreign language. Journal of e-Learning and Knowledge Society, 11(2), 49-62.
Council of Europe. (2020). Common European Framework of Reference for Languages. Learning, Teaching, Assessment. Council of Europe.
Coyle, D. (2002). Relevance of CLIL to the European Commission’s language learning objectives. In D. Marsh (Ed.), CLIL/EMILE: The European dimension: Actions, trends and foresight potential (pp. 27-28). European Commission. https://bit.ly/2WiuNLk
Coyle, D. (2013). Listening to learners: An investigation into ‘successful learning’ across CLIL contexts. International Journal of Bilingual Education and Bilingualism, 16(3), 244-266. https://doi.org/10.1080/13670050.2013.777384
Coyle, D., Hood, P., & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge University Press.
Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 43-63.
De Graaff, R., Koopman, G. J., Anikina, Y., & Westhoff, G. (2007). An observation tool for effective L2 pedagogy in content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 10(5), 603-624. https://doi.org/10.2167/beb462.0
De Mesmaeker, E., & Lochtman, K. (2014). Belgian CLIL Teachers’ Professional Identity. Plurilingualism and Multiliteracies. In D. Abendroth-Timmer & E. M. Henning (Eds.), Plurilingualism and multiliteracies: International research on identity construction in language education (pp. 193-208). Peter Lang.
[reference omitted for peer review]
Escobar, C. (2013). Learning to become a CLIL teacher: Teaching, reflection and professional development. International Journal of Bilingual Education and Bilingualism, 16(3), 334-353. https://doi.org/10.1080/13670050.2013.777389
Eurydice. (2006). Content and language integrated learning (CLIL) at school in Europe. https://op.europa.eu/en/publication-detail/-/publication/756ebdaa-f694-44e4-8409-21eef02c9b9b
Harré, R., & Van Lagenhove, L. (Eds.) (1999). Positioning theory: Moral contexts of international action. Wiley-Blackwell.
Hollway, W. (1984). Gender difference and the production of subjectivity. In J. Henriques, W. Hollway, C. Urwin, C. Venn, & V. Walkerdine (Eds.), Changing the Subject: Psychology, Social Regulation and Subjectivity (pp. 227–263). Methuen.
Hu, J., & Gao, X. (2020). Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms. Language Awareness, 30(1), 42-61. https://doi.org/10.1080/09658416.2020.1768265
Hüttner, J. (2019). Towards ‘professional vision’: video as a resource in teacher learning. In S. Walsh & S. Mann (Eds.), The Routledge handbook of English language teacher education (pp. 473-487). Routledge.
Hüttner, J., Dalton-Puffer, C., & Smit, U. (2013). The power of beliefs: Lay theories and their influence on the implementation of CLIL programmes. International Journal of Bilingual Education and Bilingualism, 16(3), 267-284. https://doi.org/10.1080/13670050.2013.777385
Izadinia, M. (2013). A review of research on student teachers’ professional identity. British Educational Research Journal, 39(4), 694-713. https://doi.org/10.1080/01411926.2012.679614
Junta de Andalucía. (2005). Plan to Promote Plurilingualism. A language policy for Andalusian society. http://cms.ual.es/idc/groups/public/@vic/@vinternacional/documents/documento/jc80302.pdf
Junta de Andalucía. (2007). Andalusian Strategic Plan for the Development of Languages. https://www.juntadeandalucia.es/export/drupaljda/plan_estrategico.pdf
Kayi-Aydar, H., & Miller, E. R. (2018). Positioning in classroom discourse studies: A state-of-the-art review. Classroom Discourse, 9(2), 79-94. https://doi.org/10.1080/19463014.2018.1450275
Kayi-Aydar, H. (2015). Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers. Teaching and Teacher Education, 45, 94-103. https://doi.org/10.1016/j.tate.2014.09.009
Kayi-Aydar, H. (2019). Positioning Theory in Applied Linguistics: Research Design and Applications. Palgrave Macmillan.
Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3-18. https://doi.org/10.1080/02619760903457735
Lo, Y. Y. (2020). Professional development of CLIL teachers. Springer.
Lorenzo, F. (2010). CLIL in Andalusia. In Y. Ruiz & D. Lasagabaster (Eds.), CLIL in Spain: Implementation, results and teacher training (pp. 2-11). Cambridge Scholars Publishing.
Marsh, D., Mehisto, P., Wolff, D., & Frigols, M. J. (2012). European framework for CLIL teacher education: a framework for the professional development of CLIL teachers. European Centre of Modern Languages.
Martel, J. (2020). The identities of language-trained content-based teachers, an underexplored community of practice. Teacher Learning and Professional Development, 5(1), 37-48. https://journals.sfu.ca/tlpd/index.php/tlpd/article/view/69/pdf
Merrian, S. B., & Tisdell, E. J. (2015). Qualitative research: a guide to design and implementation. John Wiley & Sons.
Moate, J. (2011). The impact of foreign language mediated teaching on teachers’ sense of professional integrity in the CLIL classroom. European Journal of Teacher Education, 34(3), 333-346. https://doi.org/10.1080/02619768.2011.585023
Morton, T. (2016). Being a language teacher in the content classroom: Teacher identity and content and language integrated learning (CLIL). In S. Preece (Ed.), The Routledge Handbook of Language and Identity (pp. 382-394). Routledge.
Pappa, S., Moate, J., Ruohotie-Lyhty, M., & Eteläpelto, A. (2017). Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context. Teaching and Teacher Education, 65, 61-70. https://doi.org/10.1016/j.tate.2017.03.008
Pavón, V., & Ellison, M. (2013). Examining teachers’ roles and competencies in content and language integrated learning (CLIL). Linguarum Arena: Revista de Estudos em Didática de Línguas da Universidade do Porto, 4, 67-80.
Ruiz, Y., & Lasagabaster, D. (Eds.). (2010). CLIL in Spain: Implementation, results and teacher training. Cambridge Scholars Publishing.
Schieble, M., Vetter. A., & Meacham, M. (2015). A discourse analytic approach to video analysis of teaching. Journal of Teacher Education, 66(3), 245–260. https://doi.org/10.1177/0022487115573264
Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20-37. https://doi.org/10.1177/0022487108328155
Skinnari, K., & Bovellan, E. (2016). CLIL Teacher’s Beliefs about Integration and about Their Professional Roles: Perspectives from European Context”. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising Integration in CLIL and Multilingual Education (pp. 145-167). Multilingual Matters.
Tan, M. (2011). Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning. Language Teaching Research, 15(3), 325-342. https://doi.org/10.1177/1362168811401153
Vetter, A., & Schieble, M. (2016). Observing Teacher Identities Through Video Analysis. Practice and Implications. Routledge.
Vetter, A., Hartman. S. V., & Reynolds, J. M. (2016). Confronting unsuccessful practices: repositioning teacher identities in English education. Teaching Education, 27(3), 305–326. https://doi.org/10.1080/10476210.2016.1145203
Villabona, N., & Cenoz, J. (2021). The integration of content and language in CLIL: A challenge for content-driven and language-driven teachers. Language, Culture and Curriculum, 1-15. https://doi.org/10.1080/07908318.2021.191070
Downloads
Published
How to Cite
Issue
Section
License
The authors who publish in this journal agree to the following terms:
- The authors retain copyright and guarantee to the journal the right to be the first to publish the work as well as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the authorship of the work and the initial publication in this journal.
- Authors may separately enter into additional agreements for non-exclusive distribution of the version of the work published in the journal (e.g., placing it in an institutional repository or publishing it in a book), with acknowledgement of its initial publication in this journal.
- Authors are allowed and encouraged to disseminate their work electronically (e.g., in institutional repositories or on their own website) before and during the submission process, as this can lead to productive exchanges as well as earlier and greater citation of published work (see The Effect of Open Access).
