Gesture as an Act of Meaning-Making: An Eco-Social Perspective of a Sheltered-English Second Grade Classroom

Autor/in	Rosborough, Alessandro A.
Titel	Gesture as an Act of Meaning-Making: An Eco-Social Perspective of a Sheltered-English Second Grade Classroom
Quelle	(2010), (283 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Nevada, Las Vegas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-6111-3
Schlagwörter	Hochschulschrift; Dissertation; English (Second Language); Teaching Methods; Interpersonal Communication; Sociocultural Patterns; Second Language Learning; Grade 2; Immigrants; Nonverbal Communication; Second Language Instruction; Elementary School Teachers; Role; Holistic Approach; Native Speakers; Classroom Communication; Teacher Student Relationship; Educational Change + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation; Soziokulturelle Theorie; Zweitsprachenerwerb; School year 02; 2. Schuljahr; Schuljahr 02; Immigrant; Immigrantin; Immigranten; Non-verbal communication; Nonverbale Kommunikation; Fremdsprachenunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rollen; Holistischer Ansatz; Muttersprachler; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsreform
Abstract	The purpose of this sociocultural study was to investigate gesture as a mediational tool for meaning-making in learning and teaching a second language. Gesture was observed between a teacher and her immigrant students in a second grade elementary classroom designed specifically for second language learners of English. This study provides an innovative investigation in the role gesture plays as a meditational tool for meaning-making by using a SCT framework at an elementary context level. Using sociocultural theory, particularly the Vygotskian tradition, this study views gesture as a part of image in thinking. This SCT framework views second language learning in a holistic way, where language is not disembodied from making sense and is not divided in its image and speech components. The study considers gesture as an indivisible part of language, thinking, and meaning-making. In addition, gesture is viewed for its affordances for making meaning as created by both first and second language English speakers. Through the use of dialectics and dialogism, this study views gesture and speech in-vivo and as synthesized parts of language and necessary components to meaning-making for second language learning. This examination of gesture illuminates how participants made meaning of the contexts and content found in their classroom. In particular, it was found that gesture plays an ubiquitous role in creating additional space and new meanings for teaching and learning a second language. Findings demonstrated evidence for gesture's use to direct attention, build inter and intrapersonal communication, and transform practices. Gesture was found to provide multiple affordances for the teacher and student, which extended the situation or interaction into new spaces of learning not readily available in just the verbal modality. The embodied learning experiences provided a foundation from which rich meanings in school tasks and classroom discourse could be shared. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10