Designing video narratives to contextualize content for ESL learners: a design process case study

In this paper we discuss how the Brigham Young University Technology Assisted Language Learning Group (BYU TALL Group) develops video-based dramatic narratives to increase the amount of context we provide to English as a second language (ESL) learners. First, we discuss the problem of decontextualiz...

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Bibliographic Details
Published inInteractive learning environments Vol. 16; no. 3; pp. 231 - 243
Main Authors South, Joseph B., Gabbitas, Bruce, Merrill, Paul F.
Format Journal Article
LanguageEnglish
Published Routledge 01.12.2008
Subjects
Case Studies
College Students
Computer Assisted Instruction
Context Effect
contextualism
Educational Technology
Electronic Learning
English (Second Language)
ESL
Instructional Design
Interactive Video
Language Processing
narrative learning environments
Second Language Instruction
Second Language Learning
Simulation
Teaching Methods
Utah
video narratives
Utah
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Summary:In this paper we discuss how the Brigham Young University Technology Assisted Language Learning Group (BYU TALL Group) develops video-based dramatic narratives to increase the amount of context we provide to English as a second language (ESL) learners. First, we discuss the problem of decontextualization in education, the contextualism alternative, and how narrative can provide crucial context. Next, using ESL instruction as a case study, we compare non-narrative video-based language models with narrative models and discuss some of the potential benefits of narrative models. We then discuss issues to consider when using narrative models, and outline a narrative-focused design and development process with particular attention to those aspects critical to creating narratives that are simultaneously pedagogically sound, aesthetically credible, and engaging for learners to watch.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820802114044