Languaging Dynamics in Interactive Lecturing: Exploring an Embodied Approach to Deep Learning in L2 Higher Education Contexts

Autor/inn/en	Shi, Dan; Irwin, Derek; Du, Ping
Titel	Languaging Dynamics in Interactive Lecturing: Exploring an Embodied Approach to Deep Learning in L2 Higher Education Contexts
Quelle	In: Classroom Discourse, 14 (2023) 2, S.147-166 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2021.1971543
Schlagwörter	Second Language Learning; Second Language Instruction; Classroom Communication; Student Participation; Case Studies; Language Usage; Lecture Method; Learner Engagement; Learning Processes; Higher Education; Teacher Student Relationship; Constructivism (Learning); Multimedia Materials; Questioning Techniques; Nonverbal Communication; Active Learning; Foreign Countries; Undergraduate Students; English Literature; English (Second Language); Course Descriptions; Drama; Language of Instruction; Majors (Students); Applied Linguistics; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Case study; Fallstudie; Case Study; Sprachgebrauch; Learning process; Lernprozess; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher student relationships; Lehrer-Schüler-Beziehung; Befragungstechnik; Fragetechnik; Non-verbal communication; Nonverbale Kommunikation; Aktives Lernen; Ausland; Englische literatur; English as second language; English; Second Language; Englisch als Zweitsprache; Kursstrukturplan; Schauspiel; Teaching language; Unterrichtssprache; Linguistics; Linguistik; Angewandte Linguistik
Abstract	The present study aims to explore an embodied approach to students' deep learning; specifically, how deep learning is interactively achieved through teachers' languaging dynamics and multimodal representations in interactive lecturing in L2 higher education (HE) contexts. The purpose is to understand how an instructor's embodied and multimodal pedagogical practices of interactive teaching facilitate students' active classroom engagement in lecture sessions that are often considered a form of passive knowledge transmission. The case study focuses on the languaging dynamics mobilised by the target teacher participant, who has been recognised as a representative of teaching excellence due to an international background and rich localised teaching experience. Aligned with the theoretical underpinnings of an embodied approach to learning from a constructivist perspective, this study focuses on the multimodal repertoire employed by the teacher's use of gestures to stimulate students' responses to the pedagogically designed high-order questions. We argue that this complementarity encourages thinking and active learning in the knowledge transfer. Further, this embodied interactive teaching mode with the affordances of gestures not only supports learning potential for information transmission but also affords action potentials for cognitive thinking and projected interaction for knowledge transformation in the active learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01