ABSTRACT

A study is presented with a twofold objective related to child voice: to explore children’s views on the use of video recordings in an EFL (English as a Foreign Language) class, and to promote the inclusion of child voice in decision-making processes in the foreign language classroom. The study was carried out in a primary school setting in Catalonia over a three-year period. Data was collected and analysed within an interpretative phenomenological approach, adopting an ethically symmetrical approach to children as research participants. Findings suggest that video recordings can be a useful classroom resource to encourage self-reflection, but that camera presence and subsequent self-viewing can provoke strong emotional reactions and generate overly critical and potentially debilitating attitudes to language learning. Child voice contributions provide insightful ideas to use video recordings strategically and ethically, while also raising important questions about children’s rights to privacy and data protection, and to express their views using their L1 in the EFL class.

摘要

一项研究提出了与儿童声音相关的双重目标：探索儿童对在 EFL（英语作为外语）课程中使用录像的看法，并促进将儿童声音纳入决策过程中的决策过程。外语教室。这项研究是在加泰罗尼亚的一所小学环境中进行的，为期三年。在解释性现象学方法中收集和分析数据，对作为研究参与者的儿童采用道德对称的方法。研究结果表明，录像可以成为鼓励自我反思的有用课堂资源，但相机的出现和随后的自我观看会引起强烈的情绪反应，并对语言学习产生过度批评和潜在的削弱态度。