Beyond the Spoken Word: Examining the Nature of Teacher Gesturing in the Context of an Elementary Engineering Curriculum for English-Learner Students

Autor/inn/en	Fernandez, Luis Miguel; Tharayil, Sneha A.; Callahan, Rebecca M.
Titel	Beyond the Spoken Word: Examining the Nature of Teacher Gesturing in the Context of an Elementary Engineering Curriculum for English-Learner Students
Quelle	In: Texas Education Review, 8 (2019) 1, S.40-64 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2329-5724
Schlagwörter	Elementary School Teachers; English Language Learners; Engineering Education; Nonverbal Communication; Bilingual Students; Elementary School Science; Science Instruction; Kindergarten; Young Children; STEM Education; Second Language Learning; Discussion (Teaching Technique); Classroom Techniques; Incidence; Culturally Relevant Education; Texas + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ingenieurausbildung; Non-verbal communication; Nonverbale Kommunikation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Frühe Kindheit; STEM; Zweitsprachenerwerb; Klassenführung; Vorkommen
Abstract	Our research team performed an exploratory analysis of teacher gesturing via a case study of an elementary teacher. We focused on gesturing, a practice found to support both bilingual English learner students' linguistic development and mathematics achievement, during the teacher's engineering and science lessons. The research team systematically analyzed teacher video data using McNeill's gestural dimensions framework and found variation of gesturing types and rates when comparing engineering and baseline science lessons. Additionally, specific types of teacher-gestures appear to be associated with either behavioral or classroom management practices, procedural instructions, and discussion facilitation. We suggest that teacher-gestures such as these have the potential to facilitate bilingual English learners' language acquisition, while also developing their STEM literacy in general and engineering capacity in particular. Further exploration of teacher-gestures in elementary engineering curricula could lead to an integrated STEM pedagogy that incorporates gesturing as a fundamental teaching strategy, bridging STEM instruction with linguistically responsive instructional practices. (As Provided).
Anmerkungen	Texas Education Review. Available from: University of Texas at Austin, George I. Sanchez Building, 1912 Speedway, Austin, TX 78705. Tel: 512-471-7551; Fax: 512-471-5975; e-mail: txedreview@utexas.edu; Web site: https://review.education.utexas.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01