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ERIC Number: EJ1029814
Record Type: Journal
Publication Date: 2014-Jun
Pages: 22
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: EISSN-1949-3533
Gesture as a Private Form of Communication during Lessons in an ESL-Designated Elementary Classroom: A Sociocultural Perspective
McCafferty, Steven G.; Rosborough, Alessandro
TESOL Journal, v5 n2 p225-246 Jun 2014
This research studies an elementary classroom of all English language learners (ELLs) for the use of forms of gesture without speech for private communication. This private-public modality allowed the teacher to attend to individuals without significant disruption of her concurrent speech. Students also used this modality in various contexts as well. Three functional categories were determined from the data (70 hours of video-recording) for the use of this modality: managerial and pedagogical forms for teacher-student and student-student interactions, and personal forms for students (typically playful exchanges). The teacher was considered highly effective, having taught ELLs for many years. Her use of representational gesticulations was prolific, suggesting that she had come to recognize that these gestures facilitate listening comprehension for this student population (Church, Ayman-Nolley, & Mahootian, 2004). As such, her development of a gesture-only channel for private communication would seem a natural extension of the prominence she accorded gesture in general. Given the social niche of a classroom, students were sensitive to this modality and engaged in its use themselves. Indeed, newcomers to a community are subjected to mastering the objects and symbols of the new environment only achieved through participation and actuation (Rosa, 2007b).
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A