Teachers' Gestures for Building Listening and Spoken Language Skills

Autor/in	Montiegel, Kristella
Titel	Teachers' Gestures for Building Listening and Spoken Language Skills
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 59 (2022) 10, S.771-790 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Montiegel, Kristella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2022.2140556
Schlagwörter	Nonverbal Communication; Listening Skills; Speech Skills; Deafness; Hearing Impairments; Preschool Teachers; Students with Disabilities; Language Acquisition; Special Education; California + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Mündliche Leistung; Sprachfertigkeit; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sprachaneignung; Spracherwerb; Special needs education; Sonderpädagogik; Sonderschulwesen; Kalifornien
Abstract	This study investigates teachers' gestures produced during directive actions. I examine three particular gestures--pointing to the mouth, pointing to the ear, and cupping the ear-- that teachers frequently deployed when interacting with their deaf or hard-of-hearing students in an oral preschool classroom, a setting focused on spoken language and listening. Using conversation analysis, I find that teachers' gestures occurred in sequences involving multiple directives to students and were routinely produced as subsequent directives, following students' noncompliance or displays of trouble related to teachers' initial directives. These gestural directives are used in two main instructional contexts: when targeting students' linguistic abilities and when managing classroom conduct. The findings reveal a paradox whereby teachers' gestures contribute to the classroom goal of socialization into oral communication, despite them being "nonverbal" resources in a setting that overtly prioritizes spoken language. Data consists of 25 hours of video recordings in one oral classroom in California. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01