语言和行为:在手势和姿势中体现早期识字学习

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH South African Journal of Childhood Education Pub Date : 2023-10-24 DOI:10.4102/sajce.v13i1.1280
Caroline R. Van der Mescht
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引用次数: 0

摘要

背景:本研究的背景是南非基础阶段课堂的阅读素养教学。尽管对学习者的表现进行了大规模的研究,但很少有人知道教师实践的细微差别,特别是在非语言领域。这项研究试图解决这一差距。目的:本研究探讨基础阶段阅读素养教学中教师的手势和姿势动作。它识别并描述了这些行为,以理解它们的功能。环境:研究地点包括郊区公立学校的三个一年级教室。研究的重点是基础阶段的演讲事件“席上阅读”,这是小组引导阅读的一种变体。方法:本文提出了一种语言微观民族志。通过对交际形式和风格的分析,可以看出手势和姿势在教师交际中的重要性。该研究使用了一个既定的框架来分析非语言交流,同时也生成了一个框架来分析姿势交流。结果:这些教师使用手势和姿势来实施他们的教学。学习者通过模仿手势并在回忆中使用它们来体现他们的学习。手势是为学习者和来访者提供与垫子上的活动功能相关的信号。结论:本文认为在基础阶段可以有意识地利用手势和姿势为识字教学服务。他们的分析也可以揭示制定实践对研究者的作用。贡献:这篇文章增加了对具体化实践的理解。它提出了可能对教师实践的类似研究有用的原始类别。
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In word and deed: Embodying early literacy learning in gestures and postures
Background: The context of this research is reading literacy instruction in Foundation Phase classrooms in South Africa. Although large-scale studies have researched learner performance, little is known of the nuances of teachers’ practice, particularly in the non-verbal realm. This research seeks to address that gap. Aim: This research investigated teachers’ gestural and postural enactments during reading literacy instruction in the Foundation Phase. It identified and described these enactments to understand their function. Setting: The research sites comprised three Grade One classrooms in suburban government schools. The research focused on the Foundation Phase speech event ‘Reading on the Mat’, a variation of Group Guided Reading. Methods: This article presents a strand of a linguistic micro-ethnography. An analysis of the forms and styles of communication showed the salience of gestures and postures in teachers’ practices. The research used an established framework to analyse non-verbal communication and also generated a framework to analyse postural communication. Results: These teachers deployed gestures and postures to enact their instruction. Learners embodied their learning by copying gestures and using them in recall. Postures were used to provide signals to learners and visitors related to the function of activities on the Mat. Conclusion: The article concluded that gestures and postures can be deliberately employed in the service of literacy teaching in the Foundation Phase. Their analysis can also reveal the function of enactment practices to researchers. Contribution: This article adds to the understandings of embodied practices. It presents original categories that may be useful in similar research into teachers’ practices.
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
期刊最新文献
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