Can Gesture Help English Language Learners Understand the Equal Sign?

Autor/inn/en	Valdiviejas, Hannah; Koumoutsakis, Theodora; Mistak, Andrew; Mogil, Alyssa; Ayman-Nolley, Saba; Church, R. B.
Titel	Can Gesture Help English Language Learners Understand the Equal Sign?
Quelle	In: NABE Journal of Research and Practice, 12 (2022) 3-4, S.121-134 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Valdiviejas, Hannah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2639-0043
DOI	10.1080/26390043.2022.2091416
Schlagwörter	Nonverbal Communication; English Language Learners; Video Technology; Grade 2; Elementary School Students; Language Proficiency; Classroom Communication; Mathematics Instruction; Educational Benefits; Classroom Techniques; Problem Solving; Lesson Plans; Mathematics Tests; Outcomes of Education; Teaching Methods; Metropolitan Areas; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; School year 02; 2. Schuljahr; Schuljahr 02; Language skill; Language skills; Sprachkompetenz; Klassengespräch; Mathematics lessons; Mathematikunterricht; Bildungsertrag; Klassenführung; Problemlösen; Lesson planning; Unterrichtsplanung; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Ballungsraum
Abstract	When gestures occur with speech during math instruction, learning outcomes improve, indicating that gesture has the potential to mitigate educational inequities. One population that could benefit from an instructional tool like gesture is English Language Learners (ELLs). To increase our understanding of gesture's potential benefits for math learning outcomes in this population, we recruited 80 English-proficient (EP) and 71 ELL second-graders, and randomly assigned their classrooms to receive instruction on mathematical equivalence with or without gesture. Children completed a pre-instruction test of problems that require understanding of the equal sign to solve correctly (e.g., 3 + 4 + 5 = ___ + 5), then watched a lesson on video followed by a post-instruction test of problems like those in the pre-instruction test. Results indicated that gesture was beneficial overall, but more so for ELLs than EP children. Gesture mitigated the disparity in math learning between ELL and EP children. We discuss gesture's potential as an equity lever for ELL students, and possible mechanisms of gesture's beneficial effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01