Video-Based Approaches to Foreign Language Pedagogy: Two Case Studies on Techno-CLIL in the Secondary School Classroom in Italy and the Netherlands

The use of video-based instruction in the language classroom is not new but it has undergone several developments over the last three decades due to the emergence of the internet, social media, virtual reality and digital games in the lives of students and teachers (Alrehaili and Al Osman 2019; Peterson, Thomas and Yamazaki 2021). Video and other forms of digital media have increasingly appealed to language teachers due to their potential for providing the type of learning materials required by contemporary theories of second language acquisition (SLA), especially those that stress the importance of meaningful interaction and context-based instruction rather than a primary focus on linguistic form (Dash and Kuddus 2020). Video technologies such as mobile phones and tablets have been a valuable source of learning materials as they allow classrooms faced with limited access to digital technologies to overcome these technical challenges through the use of portable devices which in turn have become increasingly normalised in and outside the language classroom (Makoe and Shandu 2018).