| Reference : Underscoring the value of video analysis in multilingual and multicultural classroom ... |
| Scientific journals : Article | |||
| Arts & humanities : Multidisciplinary, general & others | |||
| Educational Sciences | |||
| http://hdl.handle.net/10993/36062 | |||
| Underscoring the value of video analysis in multilingual and multicultural classroom contexts | |
| English | |
Wilmes, Sara  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| Gomez-Fernandez, Roberto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| Gorges, Anna [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| Siry, Christina [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| 2018 | |
| Video Journal of Education and Pedagogy | |
| 3 | |
| 4 | |
| Yes | |
| International | |
| [en] Multilingual ; video analysis ; multimodal | |
| [en] This article presents multiple episodes drawing from three distinct research projects
conducted in multilingual classrooms in Luxembourg, to underscore the value of video analysis in culturally and linguistically diverse classroom contexts. We show how video analysis that valorizes the non-verbal in interaction has the ability to reveal communicative resources often masked by analysis rooted in the verbal. From the examples presented, that span teacher and student interactions in both elementary and secondary classrooms, we make a methodological argument based on analytical approaches utilized in all three research projects to demonstrate how we have come to an expanded notion of voice in our research that is revealed through multimodal video analysis. Specific analytical approaches that illuminate the embodied and multimodal aspects of voice are discussed. We conclude by underscoring the benefits of embodied and multimodal approaches to video analysis for research with all students, but most importantly for students often marginalized through analytical approaches that prioritize the verbal. Finally, we discuss the implications of video research that works to highlight resource-rich views of teaching and learning across learning contexts. | |
| Fonds National de la Recherche - FnR ; University of Luxembourg - UL | |
| Researchers ; General public ; Others | |
| http://hdl.handle.net/10993/36062 | |
| FnR ; FNR4832121 > Sara Wilmes-Dombkowski > ACQUIRE > Analyzing Changes in Student Questions Following the Switch to Inquiry-Based Science Education > 15/08/2013 > 14/08/2017 > 2012 |
| File(s) associated to this reference | ||||||||||||||
|
Fulltext file(s):
| ||||||||||||||
All documents in ORBilu are protected by a user license.
