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

Collins, Luke C.; James, Deborah M.

Authors

Luke C. Collins luke.collins@nottingham.ac.uk

Deborah M. James deborah.james@northumbria.ac.uk



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.

Journal Article Type Article
Publication Date Mar 1, 2011
Journal Journal of Applied Linguistics and Professional Practice
Print ISSN 2040-3658
Electronic ISSN 2040-3666
Publisher Equinox Publishing
Peer Reviewed Peer Reviewed
Volume 8
Issue 2
Institution Citation Collins, L. C., & James, D. 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), doi:10.1558/japl.v8i2.209
DOI https://doi.org/10.1558/japl.v8i2.209
Keywords transformative learning; video intervention; teacher of the deaf; stance; binary
Publisher URL https://journals.equinoxpub.com/index.php/JALPP/article/view/13566
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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