| Popis: |
The present study centers on exploring how different modes such as speech, gesture, gaze, body posture, and head movement are employed by an EFL teacher and his students during a Critical Learning Episode (CLE). CLEs are brief instances of classroom interaction where the instructor and the researcher believe that learning is being fostered or inhibited. This article is part of a larger qualitative multiple-case study that took place at a private Colombian University. The lesson was videotaped and then analyzed within a Multimodal (Inter)action Analysis framework. Findings indicate that CLEs are created in a highly embodied, multimodal, and ecological manner through different modal configurations. Besides speech and writing, modes such as gestures, posture, gaze, and head movement played not a marginal, but prominent role, in performing various pedagogical classroom activities such as enhancing shared/ focused attention, strengthening alignment, helping teachers and learners to visually make meaning of morphological and syntactical units, and serving as devices to check for understanding. |
