Kern2018a
| Kern2018a | |
|---|---|
| BibType | ARTICLE |
| Key | Kern2018a |
| Author(s) | Friederike Kern |
| Title | Clapping hands with the teacher: What synchronization reveals about learning |
| Editor(s) | |
| Tag(s) | EMCA, Multi-modal analysis, Classroom discourse, Learning-interaction |
| Publisher | |
| Year | 2018 |
| Language | English |
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| Month | |
| Journal | Journal of Pragmatics |
| Volume | 125 |
| Number | |
| Pages | 28–42 |
| URL | Link |
| DOI | 10.1016/j.pragma.2017.12.006 |
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Abstract
In German classrooms, children are regularly instructed to look at familiar objects – words – in a new fashion, to acquire knowledge about their phonetic features. Teachers’ instructions are usually concentrated around a series of multimodal, embodied practices, consisting of clapping and speaking, in order to split the words into syllables. The aim of this study is to explore, using the methodology of conversation analysis, what first graders learn about words and syllables when they are asked to clap whilst vocalizing them. While words emerge as phonetic learnables in the course of the lesson, interactive and multimodal micro-analysis suggests that principally the children learn to synchronize their bodily and verbal conduct with their teachers’; this is then mistakenly understood as a publicly displayed understanding of what a syllable is.
While conducting interactive and multimodal micro-analysis, this article aims to propose an empirically based account of learning as observable bodily behaviour, which is displayed in systematic changes in learners’ participation in interactively established, multimodal practices. For this purpose, a view of learning is adopted that regards knowledge and competency as deeply embedded in and emerging from the domain of publicly conducted action.
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