Exploring transformative learning opportunities as part of the delivery of a video-based intervention

Collins, Luke C. and James, Deborah M. (2011) Exploring transformative learning opportunities as part of the delivery of a video-based intervention. Journal of Applied Linguistics and Professional Practice, 8 (2). pp. 209-229. ISSN 2040-3666

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A teacher of the deaf reported a change in perspective following her involvement as a participant in a therapeutic intervention known as video interaction guidance (VIG). We applied a model of transformative learning to validate this report and to explore how this process was initiated. We analysed the transcriptions of two video selections from a 35 minute therapy intervention session with the teacher of the deaf for indicators of stance. The teacher of the deaf’s change in stance is mapped in her discourse throughout the session to explore this learning process. The proposition is that particular discourse components can trigger a transformative learning process. Our analysis showed that the participant frequently used binary distinctions to structure their talk subsequent to the guide having introduced a dialectic exploration of a binary proposition. The object of the learning extends beyond the video component as the participant situates this learning in their wider communicative practices. We explore the ways in which the intervention facilitated this learning process and discuss the ways in which the potential for learning can be maximised.

Item Type: Article
RIS ID: https://nottingham-repository.worktribe.com/output/707182
Keywords: transformative learning; video intervention; teacher of the deaf; stance; binary
Schools/Departments: University of Nottingham, UK > Faculty of Arts > School of English
University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1558/japl.v8i2.209
Depositing User: Collins, Dr Luke Curtis
Date Deposited: 12 Oct 2016 13:49
Last Modified: 04 May 2020 16:30
URI: https://eprints.nottingham.ac.uk/id/eprint/37491

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