Literaturnachweis - Detailanzeige
Autor/in | Montiegel, Kristella |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |