Cultivating teacher responsiveness with emergent bilingual students through videotaped lesson analysis

Abstract

This article describes how a videotaped lesson analysis afforded elementary teachers opportunities to learn during their yearlong English as a second language (ESL) endorsement program. The aim of the assignment was for teachers to attend and respond to student contributions through conducting a macroanalysis of the lesson overall as well as a microanalysis of a few minutes of instructional interactions. Through this analysis of their videotaped instruction, teachers noticed the rich capabilities of their students and how they afforded their students limited opportunities to negotiate meaning, practice language, and apply content‐area skills in their lessons. Upon realizing these minimal chances for students to contribute to classroom discourse, teachers wrote about potential adaptations to their instruction that would enable emergent bilinguals to engage more frequently in productive talk. Implications for teacher educators, including our team’s refinement of this process, are discussed.

Videotaped teaching and learning methodology – an experiential learning and action research approach

“…Nevertheless, it demands the content of the video to be well-written. However, if technology-related knowledge is insufficient, there is a high chance that students may fail to deliver their creativity or the main idea that they want to share with their classmates (Daniel et al, 2020). Similar, were the findings of the Dorfner et al (2019), who stated that creativity and confidence of the students are high when they have sufficient knowledge of modern learning technologies.…”

Translanguaging with Digital, Collaborative Writing: Early Multilingual Composers

“…García and Kleifgen (2020) challenged the work of multimodal literacy scholars (New London Group, 1996) by expanding multiliteracies to include translingual literacy in which MLs “are behaving as legitimate semiotic actors, capable of using their full unitary repertoire to maximize their meaning‐making potential” (p. 557). Furthermore, PD needs to support teachers in enhancing ways for “students' rich cultural, linguistic and conceptual resources” to be humanized and harnessed rather than for grammatical or technological integration (Daniel et al., 2020, p. 16). Although digital tools are not required for multimodal composing, they make multimodality ubiquitous (Howell, 2018a).…”

Enacting a critical translingual approach in teacher preparation: Disrupting oppressive language ideologies and fostering the personal, political, and pedagogical stances of preservice teachers of English

“…Throughout required coursework, TPPs can highlight those elements they see as necessary to English teacher efficacy (e.g., curriculum design, instructional strategies, assessment) and infuse scholarly work that translates theories of translanguaging, critical language awareness, and critical literacies into tangible classroom practice (for some examples, see, respectively, García et al, 2017; Baker‐Bell, 2020; Christensen, 2017). They can also use their field experiences to apply a theory‐based lens to their own emerging practice, using a tool like video recordings to analyze their teaching, which can “articulate how they agree with, reject, or transform key ideas communicated by the range of authors they read” across their coursework (Daniel et al, 2020, p. 11). In these ways, TCs have tangible methods of taking up a theory‐based stance and models for translating that stance to innovative classroom pedagogy.…”

“…A focus on stance, or "the philosophical, ideological, or belief system that teachers draw from to develop their pedagogical framework" (García et al, 2017, p. 27), requires that teacher preparation programs (TPPs) attend to teachers' subjectivities and, in particular, the ideologies about language and literacy that shape them (Ball, 2009;Daniels & Varghese, 2020). This attention to teacher subjectivity stands in contrast to the "methods fetish" (Bartolomé, 1994;Daniel, Pray, & Pacheco, 2020) that continues to characterize TPPs and that, because of their neutral transmission of "best practices" that claim universal effectiveness, "allow white, monolingual preservice teachers to claim an ethnic-less, race-less, cultureless, and language-less identity" (Haddix, 2016, p. 53, as cited in Daniels & Varghese, 2020, p. 60).…”