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

Authors

  • Luke C. Collins NIHR National Biomedical Research Unit in Hearing, University of Nottingham
  • Deborah James Northumbria University

DOI:

https://doi.org/10.1558/japl.v8i2.209

Keywords:

transformative learning, video intervention, conversation analysis, teacher of the deaf, stance, binary

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.

Author Biographies

  • Luke C. Collins, NIHR National Biomedical Research Unit in Hearing, University of Nottingham

    Luke C. Collins is a PhD student at the National Institute for Health Research (NIHR), National Biomedical Research Unit in Hearing (NBRUH), currently working on understanding the experiences of parents of deaf children through discourse analysis as part of a family centred intervention study using video feedback.

  • Deborah James, Northumbria University

    Deborah James is Reader of Child and Family Communication in the Faculty of Health and Life Sciences at Northumbria University. In her prior role as lead scientist at the National Institute for Health Research (NIHR), National Biomedical Research Unit in Hearing (NBRUH) for the Child and Family laboratory she led a family intervention study with families in the context of childhood deafness.

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Published

2013-09-23

Issue

Section

Articles

How to Cite

Collins, L. C., & James, D. (2013). Exploring transformative learning opportunities as part of the delivery of a video-based intervention. Journal of Applied Linguistics and Professional Practice, 8(2), 209-229. https://doi.org/10.1558/japl.v8i2.209

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