Video Reflexive Ethnography as a Tool for Better Classroom Practice

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Paul Stone, Nippon Medical School

This article describes an application of ethnographically-informed approaches to discourse analysis that attempts to bring about change in EFL classroom practice. The project was conducted by a teacher-researcher at a Japanese university and one group of learners that he taught. It centres on the use of video as a tool to bring about discussions between the teacher and learners that help them to better understand both their own classroom behaviour and each other’s. The paper discusses the insights that such a project can bring as well as some problems inherent in conducting a project of this kind. This is not intended to be a paper that describes best practice, but is intended to outline a way in which teachers and learners can work together as co-researchers to better understand what they do in the classroom as a basis for improving classroom practice.


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