Managing the Participation of a Young Learner: A Multimodal Teacher Practice

Autor/in	Carpenter, Lauren
Titel	Managing the Participation of a Young Learner: A Multimodal Teacher Practice
Quelle	In: Working Papers in TESOL & Applied Linguistics, 16 (2016) 2, S.24-28 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-7384
Schlagwörter	Nonverbal Communication; Nonverbal Learning; Second Language Instruction; Second Language Learning; Tutoring; Interaction; Student Participation; Teacher Student Relationship; Classroom Techniques; Classroom Observation Techniques; Protocol Analysis; Video Technology; Educational Practices; Multimedia Materials; English (Second Language); Young Children + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Fremdsprachenunterricht; Zweitsprachenerwerb; Förderkonzept; Nachhilfeunterricht; Interaktion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Bildungspraxis; English as second language; English; Second Language; Englisch als Zweitsprache; Frühe Kindheit
Abstract	As it becomes increasingly apparent that nonverbal conduct plays an integral role in pedagogical interactions (McCafferty & Stam, 2008; Zwiers, 2007), researchers who study interaction "in situ" are shifting focus from solely talk toward a multimodal approach (Lazaraton, 2004; Olsher, 2004; Seo & Koshik, 2010; Taylor, 2014). From this body of research, a finding of particular interest is that teachers use nonverbal resources to manage logistics in the classroom. For example, Kääntä (2010) found that teachers allocate turns to students by obtaining mutual gaze followed by nodding. Furthermore, Cekaite (2015) found that teachers use sustained touch to get students to comply with verbal directives. This paper contributes to the growing body of research on nonverbal conduct in pedagogical interaction by examining the multimodal resources used by an English as a Second Language (ESL) tutor to manage a young student's participation in a one-on-one interaction. (As Provided).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcwebjournal@tc.columbia.edu; Web site: https://tesolal.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01