1 |
A linguistic approach to the psychosis continuum: (dis)similarities and (dis)continuities in how clinical and non-clinical voice-hearers talk about their voices ...
|
|
|
|
BASE
|
|
Show details
|
|
2 |
A linguistic approach to the psychosis continuum: (dis)similarities and (dis)continuities in how clinical and non-clinical voice-hearers talk about their voices ...
|
|
|
|
BASE
|
|
Show details
|
|
3 |
A linguistic approach to the psychosis continuum: (dis)similarities and (dis)continuities in how clinical and non-clinical voice-hearers talk about their voices
|
|
|
|
In: Cogn Neuropsychiatry (2020)
|
|
BASE
|
|
Show details
|
|
4 |
A linguistic approach to the psychosis continuum: (dis)similarities and (dis)continuities in how clinical and non-clinical voice-hearers talk about their voices
|
|
|
|
BASE
|
|
Show details
|
|
5 |
How certain is ‘certain’?:Exploring how the English-language media reported the use of calibrated language in the Intergovernmental Panel on Climate Change’s Fifth Assessment Report
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Uncertainty discourses in the context of climate change:A corpus-assisted analysis of UK national newspaper articles
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Uncertainty discourses in the context of climate change: a corpus-assisted analysis of UK national newspaper articles
|
|
|
|
BASE
|
|
Show details
|
|
8 |
How certain is ‘certain’?: exploring how the English-language media reported the use of calibrated language in the Intergovernmental Panel on Climate Change’s Fifth Assessment Report
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Exploring empowerment in conversation: delivering video interaction guidance to families of children who are deaf or hard of hearing
|
|
|
|
BASE
|
|
Show details
|
|
10 |
A Moment of Transformative Learning:Creating a Disorientating Dilemma for a Health Care Student Using Video Feedback
|
|
|
|
BASE
|
|
Show details
|
|
11 |
A moment of transformative learning: creating a disorientating dilemma for a health care student using video feedback
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Exploring transformative learning opportunities as part of the delivery of a video-based intervention
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Exploring transformative learning opportunities as part of the delivery of a video-based intervention
|
|
|
|
Abstract:
A teacher of the deaf reported a change in perspective following her involvement as a participant in a therapeutic intervention known as video interaction guidance (VIG). We applied a model of transformative learning to validate this report and to explore how this process was initiated. We analysed the transcriptions of two video selections from a 35 minute therapy intervention session with the teacher of the deaf for indicators of stance. The teacher of the deaf’s change in stance is mapped in her discourse throughout the session to explore this learning process. The proposition is that particular discourse components can trigger a transformative learning process. Our analysis showed that the participant frequently used binary distinctions to structure their talk subsequent to the guide having introduced a dialectic exploration of a binary proposition. The object of the learning extends beyond the video component as the participant situates this learning in their wider communicative practices. We explore the ways in which the intervention facilitated this learning process and discuss the ways in which the potential for learning can be maximised.
|
|
URL: https://doi.org/10.1558/japl.v8i2.209 http://eprints.nottingham.ac.uk/37491/ https://journals.equinoxpub.com/index.php/JALPP/article/view/13566
|
|
BASE
|
|
Hide details
|
|
|
|