Iconic Gestures Support Novel Word Learning in Multilingual Students with SLCN in Classrooms

Autor/inn/en	Frey, Nathalie; Lüke, Carina
Titel	Iconic Gestures Support Novel Word Learning in Multilingual Students with SLCN in Classrooms
Quelle	In: Child Language Teaching and Therapy, 39 (2023) 2, S.119-134 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frey, Nathalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590231166919
Schlagwörter	Vocabulary Development; Academic Language; Nonverbal Communication; Elementary School Students; Speech Impairments; Language Impairments; Communication Disorders; Receptive Language; Expressive Language; Program Effectiveness; Students with Disabilities; Grade 1; Grade 2; Foreign Countries; Mathematics Instruction; Germany; Illinois Test of Psycholinguistic Abilities + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Non-verbal communication; Nonverbale Kommunikation; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Kommunikationsstörung; Rezeptive Kommunikationsfähigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Mathematics lessons; Mathematikunterricht; Deutschland
Abstract	Learning academic vocabulary is a crucial task for all students, but especially challenging for students with speech, language, and communication needs (SLCN) and those who are multilingual. Following a participatory research strategy, we analyze whether iconic gestures can be integrated in teaching routines in an inclusive elementary school and whether the presentation of iconic gestures supports novel word learning over the period of four math lessons. One hundred and sixteen students (44% boys), the majority (91%) with SLCN, participated in the study. We conducted a control group design in eight classes with pre- and post-testing of a target academic vocabulary on the topic "Geometric surfaces and solids." Results show a significant increase in the acquisition of the receptive and expressive target academic vocabulary for all students, but a predominance of expressive learning performance in favor of students who observed iconic gestures during lessons. Iconic gestures can be easily implemented into teaching, improve novel word learning in students with SLCN and serve as a cuing strategy for naming words in students with severe SLCN. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01