Investigating Language Teachers' Multimodal Reflection via Video Case Approaches

• In Event: 43.075 - Technology Influences on Teachers' Identity and Practice

Abstract

This study explores the multiple ways in which a group of in-service language teachers reflect during a video-based cases. Using single case study design, we analyzed the reflections generated by the five participants during video-based reflective tasks to understand how teachers attend to multimodal actions (e.g., body language) for making sense of instructional practice (both their own and others). The findings suggest that when reflecting on video-based cases, participants made evaluative statements that took into account various multimodal actions (e.g., gaze, bodily movement, distance). Furthermore, because of the multimodal contextual information afforded by video technology, participants also noticed the verbal and non-verbal aspects of pedagogical considerations such as wait time, target language use, teacher presence, and classroom setup.

Authors

• Ai-Chu Elisha Ding, Ball State University

• Krista D. Glazewski, Indiana University

• Faridah Pawan, Indiana University