Dialogic Embodied Action: Using Gesture to Organize Sequence and Participation in Instructional Interaction

Arnold, Lynnette

doi:10.1080/08351813.2012.699256

Cited by 52 publications

(40 citation statements)

References 55 publications

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“…In addition, students also mimic teacher gestures: LeBaron and Streeck [2000] found that students copied their instructor's gestures in discussions of building features to demonstrate their understanding. Arnold [2012], studying bicycle repair workshops, documented a similar phenomenon where trainees recognizably reproduced gestures to match their trainers' gestures during explanations of repair technique. She argued that gesture mimicking is a way in which embodied action and gesture are dialogic, coining the terms dialogic embodied action and dialogic gesture.…”

Section: Towards An Investigation Of Dialogic Gesture In Teaching Andmentioning

confidence: 99%

“…The ways in which instructors' and learners' multimodal semiotic resources come into contact and interanimate one another -that is, how they are dialogic [Bakhtin, 1981;Arnold, 2012] -has received little attention in educational studies. Following Goodwin, we must explore how instructors and students reuse parts of multimodal utterances and actions and transform them into something new.…”

Section: Towards An Investigation Of Dialogic Gesture In Teaching Andmentioning

confidence: 99%

“…The multimodal parallel structures of Lilah's and Ted's utterances also make the differing gestural imagery of their respective turns perceivable as interchangeable: Ted's decontextualized rendition can be appreciated as functionally equivalent to Lilah's. While Du Bois focused on linguistic forms, Arnold [2012] argued for extending dialogic syntax to embodied action to understand how gesture-mimicking contributes to learning. My analysis of Lilah and Ted's revoicing interaction extends Arnold's argument by illustrating a new form of dialogicity in multimodal semiotic resources that provides a semiotic mechanism for learning.…”

Section: How Multimodal Revoicing Interactions Create Semiotic Challementioning

confidence: 99%

“…In this paper, I explore how dialogic gesture [Arnold, 2012] between adults and children serves as an important interactional mechanism for reconciling embodied experiences with culturally specified ways of organizing those experiences. Drawing on Wertsch's and Koschmann's elaborations of Vygotsky and Bakhtin, I propose that to understand this process, we have to better understand the basic dialogic mechanisms people have for building and maintaining intersubjectivity together.…”

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confidence: 99%

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Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts

Flood¹

2018

Human Development

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A perpetual problem learners face is identifying which aspects of embodied experiences are relevant for appreciating the world in culturally specific ways. Vygotsky argued that social interactions with more competent cultural members provide arenas for linking everyday and scientific concepts. However, the precise interactional mechanisms of how these linkages are forged remain underexamined. I argue that understanding these mechanisms requires examining how intersubjectivity is built and maintained. I propose that ethnomethodological conversation analysis and the co-operative action framework provide a uniquely suited analytic orientation for this project because they focus on the fine details of the actual practical methods people use to procedurally achieve intersubjectivity. To illustrate the utility of these approaches, I show how the fine details of multimodal revoicing interactions present semiotic challenges that allow learners to link everyday and scientific concepts. Specifically, I examine the role dialogic gesture plays in reformulating a multimodally expressed idea about what it means to “go faster.”

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Section: Towards An Investigation Of Dialogic Gesture In Teaching Andmentioning

confidence: 99%

Section: Towards An Investigation Of Dialogic Gesture In Teaching Andmentioning

confidence: 99%

Section: How Multimodal Revoicing Interactions Create Semiotic Challementioning

confidence: 99%

mentioning

confidence: 99%

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Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts

Flood¹

2018

Human Development

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“…Weeks, 1996;Nishizaka, 2006;Szczepek Reed et al, 2013), dance lessons (e.g. Keevallik, 2010), educational practices in laboratory work (Lindwall & Lymer, 2008), design reviews for architectural education (Lymer, Ivarsson & Lindwall, 2009), medical classes (Koschmann & LeBaron, 2002), training of dentists (Hindmarsh, Reynolds & Dunne, 2011), and surgeons (Koschmann, LeBaron, Goodwin & Feltovich, 2011), handicraft education (Ekström et al, 2009;Ekström, 2012; teaching crocheting in Lindwall & Ekström, 2012), or instructing how to repair bikes (Arnold, 2012).…”

Section: Em/ca and Language Learning Activitiesmentioning

confidence: 99%

Learnables in Action : The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms

Majlesi¹

2014

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This doctoral dissertation is an empirical qualitative research study on the emergence of learnables in classrooms of Swedish as a second language. It adopts a dialogical and praxeological approach, and analysis is based on video recorded teacher-student interactivities in classrooms. Learnables are taken to be linguistic items or constructs that are displayed as unknown by students, or problematized by students or teachers, and therefore oriented to as explainable, remediable, or improvable. Learnables are introduced in planned or less planned classroom activities, either in passing, while continuing the current main activity, or in side-sequences. In these activities, teachers and students not only talk, but also use other embodied resources (e.g. pointing) or available artifacts (e.g. worksheets) to highlight linguistic learnables. Teachers and students use these resources for achieving and maintaining intersubjectivity as well as contributing learnables to the interactivities. Through manifest embodied practices, abstract linguistic learnables become objectified, and knowledge about them gets organized in and through joint co-operative activities.

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Making Pronunciation Visible: Gesture In Teaching Pronunciation

Smotrova

2015

TESOL Q

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The study examines the teacher and student gesture employed in teaching and learning suprasegmental features of second language (L2) pronunciation such as syllabification, word stress, and rhythm. It presents microanalysis of video-recorded classroom interactions occurring in a beginner-level reading class in an intensive English program at a U.S. university. Results indicate that the teacher employed gesture as an instructional tool to facilitate the students' identification and production of syllables, word stress, and the rhythm of speech. This was accomplished through reiterative gestures, or catchments, which enabled the students to visualize and experience the intangible pronunciation phenomena. The students appropriated the teacher's gestures through creative imitation and employed them as a learning tool in the process of gaining control over the suprasegmental features of L2 pronunciation. The study has implications for L2 pedagogy, suggesting that teachers need to be made aware of the pedagogical uses of gesture as a mediational tool for teaching L2 pronunciation and be sensitized to attending to student gestures.

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Dialogic Embodied Action: Using Gesture to Organize Sequence and Participation in Instructional Interaction

Cited by 52 publications

References 55 publications

Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts

Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts

Learnables in Action : The Embodied Achievement of Opportunities for Teaching and Learning in Swedish as a Second Language Classrooms

Making Pronunciation Visible: Gesture In Teaching Pronunciation

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