Language Transmission Opportunities Created through Video Recording in the Family: A Microanalysis

Autor/in	Debski, Robert
Titel	Language Transmission Opportunities Created through Video Recording in the Family: A Microanalysis
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 6, S.741-753 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1311835
Schlagwörter	Family Environment; Parent Child Relationship; Sociocultural Patterns; Polish; Video Technology; Language Proficiency; Documentaries; Role; Foreign Countries; Second Language Learning; Bilingualism; Native Language; Language Maintenance; Immigrants; Language Acquisition; Children; Australia + Suchen Sie Ihr Suchwort? Familienmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Soziokulturelle Theorie; Polnisch; Language skill; Language skills; Sprachkompetenz; Documentary film; Documentary films; Dokumentarfilm; Rollen; Ausland; Zweitsprachenerwerb; Bilingualismus; Sprachpflege; Immigrant; Immigrantin; Immigranten; Sprachaneignung; Spracherwerb; Child; Kind; Kinder; Australien
Abstract	The present study examines a family language transmission project in which a child, learning Polish in Australia, created video documentaries with her own voice annotations in Polish. The project generated numerous parent-child interactions at the time of videorecording, a focus of the present study. The data in the study were seven voice-annotated video documentaries made by the focal child. The qualitative microanalysis of the data consisted of repeated viewings of the data in order to identify any patterns in the parent-child interactions, gather evidence of language learning by the child and describe the role of the camera as a mediating tool. A sociocultural theory-based set of concepts was adopted to guide the analysis, which revealed several themes in the data. Firstly, to bid for help from her parents, the child used a range of interactional strategies to which the parents responded using confirmations, prompts or providing language units. Secondly, the family project created an environment conducive to language learning by supporting the child's agency and helping her perform above her current language proficiency level. Finally, the video camera played a crucial role as a tool enabling the child's agency and creating opportunities for indicational language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01