Gesture and Identity in the Teaching and Learning of Italian

Autor/inn/en	Peltier, Ilaria Nardotto; McCafferty, Steven G.
Titel	Gesture and Identity in the Teaching and Learning of Italian
Quelle	In: Mind, Culture, and Activity, 17 (2010) 4, S.331-349 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-9039
Schlagwörter	Nonverbal Communication; Language Teachers; Italian; Second Language Learning; Second Language Instruction; College Students; Self Concept; Teacher Student Relationship; Video Technology; Teaching Methods; Role; Semiotics; Interviews; Teacher Attitudes; Introductory Courses + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Language teacher; Sprachunterricht; Italienisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Semiotik; Interviewing; Interviewtechnik; Lehrerverhalten; Einführungskurs
Abstract	This study investigated the use of mimetic gestures of identity by foreign language teachers of Italian and their students in college classes as a form of meaning-making. All four of the teachers were found to use a variety of Italian gestures as a regular aspect of their teaching and presentation of self. Students and teachers also were found to mirror each other's gestures. None of the teachers had been video-recorded before the study and all were surprised to see the degree to which they appeared to be Italian, although at the same time all believed this to be an important and positive aspect of their teaching. In offering an explanation for these findings we consider the role of gesture as a social semiotic in learning another language, how teachers use gesture to prolept students into a possible future as embodied communicators of the language (identity within a figured world), the process of communicative actuation as it relates to learning a language across different timescales and environments, and how all of the above relates to the zone of proximal development and its application to frontier regions of development. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10