Co-Teachers' Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom

Autor/in	Song, Gahye
Titel	Co-Teachers' Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
Quelle	In: Working Papers in TESOL & Applied Linguistics, 16 (2016) 2, S.51-55 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-7384
Schlagwörter	English (Second Language); Second Language Instruction; Nonverbal Communication; Team Teaching; Teaching Methods; Responses; Grade 2; Elementary School Teachers; Foreign Countries; Video Technology; Interpersonal Communication; South Korea + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Non-verbal communication; Nonverbale Kommunikation; Teamteaching; Teaching method; Lehrmethode; Unterrichtsmethode; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Interpersonale Kommunikation; Korea; Republik
Abstract	Giving instructions for a classroom activity can be a tricky business in an English as a Foreign Language (EFL) classroom, especially when the students' proficiency level is low and the instruction is composed of multiple steps. Teachers may depend on linguistic resources only so far as students can understand the words and grammar used, which limits the scope of verbal communication in giving instructions. When an instruction is composed of multiple steps, signaling when to carry out an individual component in the instruction may also require additional interactional work. Gesture as a component of classroom management technique, e.g., regulating turn-taking traffic between a teacher's instruction-giving and students' response production, has rarely been discussed in the literature so far. This short analysis illustrates one way through which two co-teachers signal the completion of instruction-giving and elicit students' response to the instruction (i.e., compliance). It will be shown that co-teachers' simultaneous gesturing, with or without accompanying verbal instruction, adds clarity to the instruction as something to be responded to immediately. In other words, when co-teachers produce the same gesture simultaneously, students tend to take it as a signal to carry out the instructed action. The data were taken from a teaching demonstration session video-taped in a second-grade classroom in South Korea. (ERIC).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcwebjournal@tc.columbia.edu; Web site: https://tesolal.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01