Kaanta2024a
| Kaanta2024a | |
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| BibType | INCOLLECTION |
| Key | Kaanta2024a |
| Author(s) | Leila Kääntä, Gabriele Kasper |
| Title | Students' depictive gestures in CLIL classroom interaction: A manifestation of subject-specific knowledge |
| Editor(s) | Julia Hüttner, Christiane Dalton-Puffer |
| Tag(s) | EMCA |
| Publisher | Routledge |
| Year | 2024 |
| Language | English |
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| Pages | 29-59 |
| URL | Link |
| DOI | 10.4324/9781003403685-3 |
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| Book title | Building Disciplinary Literacies in Content and Language Integrated Learning |
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Abstract
This chapter approaches subject-specific literacy in the content and language integrated learning (CLIL) classroom as a situated, multimodal practice that entails detailing those multimodal resources, including language, use of gaze, gesture, body, and the spatio-material aspects of the classroom setting, participants employ to construct and negotiate subject-specific knowledge in interaction. Our focus is on the type and manner of depictive gestures students use as part of explanations and upshot formulations. The data come from a large corpus of video-recorded CLIL lessons taught in English in Finland from which we have identified students' depictive gestures during task activities and teachers' lectures to the whole class. Using multimodal conversation analysis, the findings show that students employ the same kinds of depictive gestures in the two environments, e.g., acting and drawing abstract motions, but in context-sensitive ways to visually bring forth meanings not expressed verbally. Instead of viewing students' depictive gestures as compensating for unavailable science register, the findings show that they form a constitutive part of students' understanding of subject-specific knowledge, i.e., their understanding is fundamentally embodied. This has consequences for how subject-specific literacy is viewed and how teachers assess students' contributions when they participate in classroom interaction.
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