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Abstract

In recognition of the ways learners need to see themselves present within their curricula, and in response to the ongoing opportunity to leverage digital media, through this paper, we describe the creation, implementation, and refinement of a video project, included across multiple English language courses at Bethlehem University in the West Bank of Palestine. With cultural sustainability at the center, through qualitative methodology (Maxwell, 2013), and calling specifically upon sociocultural theory (Bakhtin, 1984) as well as figured worlds (Holland et al., 1998), we offer perspectives informed by a range of life experiences and standpoints. This study of what students and faculty learned, experienced, and discovered through video project is informed by socio-cultural theory (Bakhtin, 1984; Freire, 2017), in which learners translate, interpret, and reflect on cross-cultural and intercultural communication (Scollon et al., 2012). After discussing the benefits and drawbacks of having students present work “live” in class, we trace the genesis of the video project itself, and through examples of student videos, describe insights gained from engaging in this collaborative work. We conclude with recommendations for further strengthening and refining of this type of project, and leave listeners with ideas to consider that may be of benefit at their institutions.

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