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

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Exploring transformative learning opportunities as part of the delivery of a video-based intervention. / Collins, Luke C.; James, Deborah.
In: Journal of Applied Linguistics and Professional Practice, Vol. 8, No. 2, 2011, p. 209-229.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Collins, LC & James, D 2011, 'Exploring transformative learning opportunities as part of the delivery of a video-based intervention', Journal of Applied Linguistics and Professional Practice, vol. 8, no. 2, pp. 209-229. https://doi.org/10.1558/japl.v8i2.209

APA

Vancouver

Collins LC, James D. Exploring transformative learning opportunities as part of the delivery of a video-based intervention. Journal of Applied Linguistics and Professional Practice. 2011;8(2):209-229. doi: 10.1558/japl.v8i2.209

Author

Collins, Luke C. ; James, Deborah. / Exploring transformative learning opportunities as part of the delivery of a video-based intervention. In: Journal of Applied Linguistics and Professional Practice. 2011 ; Vol. 8, No. 2. pp. 209-229.

Bibtex

@article{5c2df2030cb64776adcd2e36edec27fb,
title = "Exploring transformative learning opportunities as part of the delivery of a video-based intervention",
abstract = "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.",
keywords = "Binary, Conversation analysis, Stance, Teacher of the deaf, Transformative learning, Video intervention",
author = "Collins, {Luke C.} and Deborah James",
year = "2011",
doi = "10.1558/japl.v8i2.209",
language = "English",
volume = "8",
pages = "209--229",
journal = "Journal of Applied Linguistics and Professional Practice",
issn = "2040-3658",
publisher = "Equinox Publishing Ltd",
number = "2",

}

RIS

TY - JOUR

T1 - Exploring transformative learning opportunities as part of the delivery of a video-based intervention

AU - Collins, Luke C.

AU - James, Deborah

PY - 2011

Y1 - 2011

N2 - 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.

AB - 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.

KW - Binary

KW - Conversation analysis

KW - Stance

KW - Teacher of the deaf

KW - Transformative learning

KW - Video intervention

U2 - 10.1558/japl.v8i2.209

DO - 10.1558/japl.v8i2.209

M3 - Journal article

AN - SCOPUS:84960411694

VL - 8

SP - 209

EP - 229

JO - Journal of Applied Linguistics and Professional Practice

JF - Journal of Applied Linguistics and Professional Practice

SN - 2040-3658

IS - 2

ER -