Classroom videography as a source of reflection for pre-service EFL teachers

Linking theory and practice using the example of the heterogeneity dimensions ‘multilingualism’ and ‘transculturality’

Abstract

This article discusses how, with the help of classroom videography, reflective competences of future teachers of English can be promoted and trained even in the first phase of teacher education. It is based on the assumption that inservice teachers often lack the opportunities or skills for systematic reflection (cf. Kittel & Rollett, 2017) and that these must be established beforehand. On the basis of two seminar examples from the field of TEFL (Teaching English as a Foreign Language), which refer to the discipline-specific heterogeneity dimensions of multilingualism (cf. e.g. Elsner & Wildemann, 2012; Niesen, 2018) and transculturality (cf. e.g. Viebrock, 2018; Kreft, 2019a, 2019b), practical implementations as well as the mutual integration of theoretical concepts and classroom interaction are illustrated. The presented task formats refer to casuistic case studies (according to Lindow & Münch, 2014) as well as to four-step analyses (according to Santagata & Guarino, 2011). An adapted version of the model by Aeppli & Lötscher (2016) is used as the fundamental structure for developing reflective competences in video-based learning settings. It follows the procedural steps of experiencing, recognising, presenting, analysing and developing alternative scenarios. The chosen approach enables students to grasp the conceptual and practical significance of linguistic and cultural heterogeneity in English language teaching and, in a further step, to identify opportunities for promoting classroom interaction that is sensitive to transculturality- and multilingualism-issues. The students are thus in a much better position to train their reflective skills.