Gesture, meaning, and thinking-for-teaching in unplanned vocabulary explanations

Compernolle, Rémi A. van; Smotrova, Tetyana

doi:10.1080/19463014.2016.1275028

Cited by 23 publications

(25 citation statements)

References 24 publications

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“…This consistent usage of materials appeared to sensitize students to its presence and develop students’ awareness and perception of such materials use in the classroom. Furthermore, L2 teachers should be aware of the roles of nonverbal resources (e.g., cut‐off, silence, gesture, and gaze) in thinking for teaching (Smotrova, ; van Compernolle & Smotrova, ) when they need to change material modes when reacting to students’ state of understanding. Excerpt 2 demonstrated how Teacher L effectively employed verbal and nonverbal resources in order to create space to think about appropriate materials in context.…”

Section: Discussionmentioning

confidence: 99%

“…Note that “okay” marks a topic closing or shift (e.g., Beach, ) along with a cut‐off (“it‐”). Teacher L's turn (lines 47–52) displays the emerging process of her in‐flight pedagogical decision, associated with what Smotrova () and van Compernolle and Smotrova () called thinking for teaching . Thinking for teaching is defined as “teachers’ moment‐to‐moment instructional decisions in the classroom” (van Compernolle & Smotrova, , p. 2), which are often enacted through the gesture–speech interface.…”

Section: Analyzing Materials Moments In Multilingual Classroom Interacmentioning

confidence: 99%

“…Teacher L's turn (lines 47–52) displays the emerging process of her in‐flight pedagogical decision, associated with what Smotrova () and van Compernolle and Smotrova () called thinking for teaching . Thinking for teaching is defined as “teachers’ moment‐to‐moment instructional decisions in the classroom” (van Compernolle & Smotrova, , p. 2), which are often enacted through the gesture–speech interface. Here, Teacher L effectively employs verbal and nonverbal resources (e.g., cut‐off, silence, and gaze shifts) in order to create space to think about alternative teaching strategies, including the use of material resources.…”

Section: Analyzing Materials Moments In Multilingual Classroom Interacmentioning

confidence: 99%

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Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions

Matsumoto

2019

The Modern Language Journal

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This qualitative study examines moments in the multilingual classroom when materials become prominent in whole‐class interactions. Despite the critical impact that materials can have on classroom discourse and learning/teaching, research on actual usage of materials in second language (L2) classroom interactions has been scarce compared with the effort devoted to the development and assessment of L2 materials (Guerrettaz & Johnston, 2013). This study examines students’ and instructors’ use of materials in a multilingual writing classroom, focusing on the roles of textbooks, teacher‐prepared worksheets, and a projection screen. The study illustrates the relationship between materials and miscommunication—specifically, how materials can contribute both to resolving miscommunication among students and their instructor and to creating miscommunication when students employ materials differently than intended by the instructor. This study employs the concepts of adaptation, improvisation, and attractor states from complexity theory (e.g., Larsen–Freeman, 2017) to analyze L2 classroom interactions. A sequential, multimodal analysis demonstrates that students and their instructor seem to be aware of materials as interactional resources and actively coordinate them with speech and nonverbal, embodied resources for meaning making. The findings improve our understanding of how L2 teachers and students can attend to materials and adapt such interactional resources for their own purposes.

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Section: Discussionmentioning

confidence: 99%

Section: Analyzing Materials Moments In Multilingual Classroom Interacmentioning

confidence: 99%

Section: Analyzing Materials Moments In Multilingual Classroom Interacmentioning

confidence: 99%

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Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions

Matsumoto

2019

The Modern Language Journal

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“…Seedhouse 2010) to the ways in which embodied movements perform classroom actions (e.g. van Compernolle and Smotrova 2017). Such research provides important empirical observations and pedagogical suggestions, including notably the work in teacher education and classroom discourse (e.g.…”

mentioning

confidence: 99%

Applying critical discourse analysis to classrooms

Jenks

2020

Classroom Discourse

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This special issue provides a collection of cutting-edge and state-ofthe-art research that examines the wider sociocultural and sociopolitical aspects of classroom discourse. The current issue is the journal's first attempt to collectively explore what can be captured when looking at classroom discourse through a critical lens. The contributors of the special issue draw from theoretical perspectives that typify the diversity that exists in critical approaches to classroom discourse.

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“…An important finding is the ways this directive format downplays the relevance of a conflict source, as well as orients more towards teaching students self-restraint than towards using reprimand and punishment. The paper adds on to the growing body of research in resolving peer disputes (Church 2012;Church, Mashford-Scott, and Cohrssen 2017) and conflict resolution in educational settings.…”

mentioning

confidence: 99%