Middle School Teachers' Discipline-Specific Use of Gestures and Implications for Disciplinary Literacy Instruction

Autor/inn/en	Wilson, Amy Alexandra; Boatright, Michael D.; Landon-Hays, Melanie
Titel	Middle School Teachers' Discipline-Specific Use of Gestures and Implications for Disciplinary Literacy Instruction
Quelle	In: Journal of Literacy Research, 46 (2014) 2, S.234-262 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X14532615
Schlagwörter	Middle School Teachers; Teaching Methods; Nonverbal Communication; Literacy Education; Case Studies; Earth Science; Language Arts; Mathematics Instruction; Social Studies; Video Technology; Photography; Comparative Analysis; Intellectual Disciplines; Communication Strategies; Semiotics; Coding + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Case study; Fallstudie; Case Study; Earth sciences; Geowissenschaften; Sprachkultur; Mathematics lessons; Mathematikunterricht; Gemeinschaftskunde; Fotografie; Geisteswissenschaften; Kommunikationsstrategie; Semiotik; Codierung; Programmierung
Abstract	Framed in theories of social semiotics, this descriptive multiple case study examined six middle school teachers' use of gestures during one school year as they each taught two different subject areas: earth science, language arts, mathematics, and/or social studies. The data, which included field notes and photographs from 354 lessons and 151 video-recordings of lesson segments, were analyzed using constant comparative methods and multimodal concordance charts. The analyses indicated discipline-specific differences in types of gestures, frequency of gestures, and centrality of gestures to the teachers' messages. Earth science depended on a variety of iconic and deictic gestures, the latter of which was also common in mathematics. Communications in language arts and social studies commonly included non-essential action gestures that mimicked the movements of characters and historical figures. This study modifies existing claims of the importance of gestures in teaching, suggesting that gestures can play relatively central or minor roles in communicating disciplinary concepts. It concludes with implications for disciplinary literacy instruction that more rigorously accounts for the role that gestures play in disciplinary learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10