ABSTRACT
Video edits of examples of ‘learning moments’ in filmed CLIL lessons and selected
by groups of learners were collated either using the digital space or from pen and
paper analysis carried out by learners. Learners and teachers from six schools were able to access the digital tools and two other schools used pen and paper edits. These
edits were used by learners to stimulate ‘respectful discussions’ in class with their
teachers about what they believed to be examples of ‘learning moments’. Learner
justifications accompanying the edits were analysed by the researchers at the same
time as reviewing the ‘learning moment’ clips to avoid misinterpretation of data.
Themes emerged from repeated reviewing of the data and were supported by inter-
coder reliability procedures where an outsider researcher coded the visual and textual
evidence independently with an 80% agreement. The video clips which provided ‘lived through’ evidence were particularly important in supporting learner reasoning
for what constituted ‘learning moments’ in CLIL classes. The LOCIT data can be
subjected to further in-depth analysis, but for the purposes of this study capturing
emergent themes across different contexts was sufficient to draw on what those pupils
in the sample perceived as ‘learning moments contributing to successful CLIL’.
