Beyond the Spoken Word: Examining the Nature of Teacher Gesturing in the Context of an Elementary Engineering Curriculum for English-Learner Students.
Beyond the Spoken Word: Examining the Nature of Teacher Gesturing in the Context of an Elementary Engineering Curriculum for English-Learner Students.
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DOI：
10.26153/tsw/7052
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发表时间：
2020-03
期刊：
影响因子：
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通讯作者：
Callahan RM
中科院分区：
文献类型：
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作者：
Fernández LM;Tharayil SA;Callahan RM
我们的研究团队通过对一名小学教师的个案研究，对教师手势进行了探索性分析。我们把重点放在了手势上，这是一种在老师的工程和科学课上，发现可以支持双语英语学习者的语言发展和数学成绩的练习。研究小组使用麦克尼尔的手势维度框架系统地分析了教师视频数据，发现在比较工程学和基线科学课时，手势类型和比率存在差异。此外，特定类型的教师手势似乎与行为或课堂管理实践、程序指导和讨论促进有关。我们认为，这样的教师手势有可能促进双语英语学习者的语言习得，同时也培养他们的STEM素养，特别是工程能力。在基础工程课程中进一步探索教师手势可能会导致一种综合的STEM教学法，将手势作为一种基本的教学策略，将STEM教学与语言响应性教学实践联系起来。
Our research team performed an exploratory analysis of teacher gesturing via a case study of an elementary teacher. We focused on gesturing, a practice found to support both bilingual English learner students’ linguistic development and mathematics achievement, during the teacher’s engineering and science lessons. The research team systematically analyzed teacher video data using McNeill’s gestural dimensions framework and found variation of gesturing types and rates when comparing engineering and baseline science lessons. Additionally, specific types of teacher-gestures appear to be associated with either behavioral or classroom management practices, procedural instructions, and discussion facilitation. We suggest that teacher-gestures such as these have the potential to facilitate bilingual English learners’ language acquisition, while also developing their STEM literacy in general and engineering capacity in particular. Further exploration of teacher-gestures in elementary engineering curricula could lead to an integrated STEM pedagogy that incorporates gesturing as a fundamental teaching strategy, bridging STEM instruction with linguistically responsive instructional practices.