The development of multilingual EFL teachers' professional vision and practical teaching capabilities in video-based surroundings - do language learning biographies have an impact?

Abstract

The present paper draws on research findings about ESL and EFL teachers' language learning biographies. More precisely, the paper draws on major insights from prior research that investigated the effects teachers' languages, other than the target language, English, have on their professional identities and development. The question is answered if existing research findings hold in German video-based training contexts that aim to develop pre-service teachers' multilingual-sensitive Professional Vision and practical teaching capabilities. Questionnaire-based data (n = 39) indicates that participants rely on their language (learning) biographies when planning and reflecting on multilingual-sensitive EFL teaching videos, albeit with varying degrees. Further, participants tend to employ specific languages for particular purposes.