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ERIC Number: ED525768
Record Type: Non-Journal
Publication Date: 2010
Pages: 283
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-6111-3
ISSN: N/A
Gesture as an Act of Meaning-Making: An Eco-Social Perspective of a Sheltered-English Second Grade Classroom
Rosborough, Alessandro A.
ProQuest LLC, Ph.D. Dissertation, University of Nevada, Las Vegas
The purpose of this sociocultural study was to investigate gesture as a mediational tool for meaning-making in learning and teaching a second language. Gesture was observed between a teacher and her immigrant students in a second grade elementary classroom designed specifically for second language learners of English. This study provides an innovative investigation in the role gesture plays as a meditational tool for meaning-making by using a SCT framework at an elementary context level. Using sociocultural theory, particularly the Vygotskian tradition, this study views gesture as a part of image in thinking. This SCT framework views second language learning in a holistic way, where language is not disembodied from making sense and is not divided in its image and speech components. The study considers gesture as an indivisible part of language, thinking, and meaning-making. In addition, gesture is viewed for its affordances for making meaning as created by both first and second language English speakers. Through the use of dialectics and dialogism, this study views gesture and speech in-vivo and as synthesized parts of language and necessary components to meaning-making for second language learning. This examination of gesture illuminates how participants made meaning of the contexts and content found in their classroom. In particular, it was found that gesture plays an ubiquitous role in creating additional space and new meanings for teaching and learning a second language. Findings demonstrated evidence for gesture's use to direct attention, build inter and intrapersonal communication, and transform practices. Gesture was found to provide multiple affordances for the teacher and student, which extended the situation or interaction into new spaces of learning not readily available in just the verbal modality. The embodied learning experiences provided a foundation from which rich meanings in school tasks and classroom discourse could be shared. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A