Professional Documents
Culture Documents
How do teachers mean in body language in face-to-face classrooms and how do these meanings relate to language?
Dr Susan Hood
University of Technology, Sydney sue.hood@uts.edu.au
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specific interests
Face-to-face teaching
Significant in a context in which e-learning is promoted at the expense of traditional face-to-face teaching. What are we losing in relation to what we might gain?
considerations
How to approach an analysis of face-to-face interaction in classrooms that takes account of language and body language?
What meanings in language? What meanings in body language? What meanings in their co-articulation and interaction?
Heres what the teacher says Were beginning with globalisation and were ending with human trafficking which seem very distanced from each other. Ok. So beginning with thhow can we map out then the the different steps in this sort of cycle or chain?
task specifications
Heres how she engages voices other than her own (engagement)
monogloss Were beginning with globalisation and were ending with human trafficking which seem very distanced from each other. Ok So beginning with th how can we map out then the the different steps in this sort of cycle or chain?
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monogloss
[flag]
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text-time (instructional) and field time (regulative): beginning grammatical metaphor: globalisation, human trafficking 16 lexical metaphor: map, steps, cycle, chain
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1So be / ginning with / th 1 how can we / map out / ^ then 1the the different / steps / in this sort of ^ / cycle / or chain?
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Questions to do with
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We have quickly surveyed some of the resources of language we can consider in the verbiage What resources of the body and what bodily movements do we attend to or ignore?
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Cleirigh:
Linguistic
body language
only occurs during speech. These movements synchronise with the rhythm and intonation of prosodic phonology in language and so express salience and tone, co-instantiating textual and interpersonal meanings.
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Cleirigh:
Epilinguistic
body language
made possible by transition [from protolanguage] into language, but [is] not systematically related to the lexicogrammar of language () realis[ing] meanings rather than wordings. Epilinguistic body language can instantiate all three metafunctions: ideational, interpersonal and textual.
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Were beginning with globalisation and were ending with human trafficking
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T1
T2
Were beginning with globalisation and were ending with human trafficking which seem very distanced from each other. Ok
T3 T6 T4 T5
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T1
T2
Were beginning with globalisation and were ending with human trafficking which seem very distanced from each other. Ok
text time
T3 T6 T4 T5
field time
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Body and speech aligning Body movements align with meanings in speech Speech pace and pausing accommodate bodily expression
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map out
different steps
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cycle
chain
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How can we map out then the different steps in this sort of
cycle or chain?
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How can we map out then the different steps in this sort of
cycle or chain?
lexical metaphors
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How can we map out then the different steps in this sort of
cycle or chain?
lexical metaphors
map out - position in relation to each other steps - sequence of temporal/causal relations cycle - connecting back to a beginning chain - strong relations between one part and the next
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How can we map out then the different steps in this sort of cycle or
chain? map out
verbal: visual: position in relation to each other in a text spreading metaphoric thing in space
steps
verbal: visual: sequence of causal relations in a text smaller metaphoric things in rapid sequence of moves through space
cycle
verbal: visual: connecting back to an initial point in a text rotating back to an initial point in space
chain
verbal: visual: strong relations between one part of a text and another strong tightening of muscles in clenched fists
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direction other(s)
actual potential
directed away from self, to actual referent(s) directed away from self, but not directed to actual referent(s)
Identification
particularisation +
specification delimitation
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focus
heteroglossic expansion
entertain invite
ATTITUDE
muscle tension
size
focus ?
heteroglossic expansion
entertain invite
oscillating body movements supine body positions
ATTITUDE
Hood forthcoming
muscle tension
size
focus ?
heteroglossic expansion
entertain invite
oscillating body movements supine body positions
ATTITUDE
Hood forthcoming
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(...) discuss .... go over (...) key ideas (...) come up with
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just discuss go over the main key ideas that weve come up with 53 from those texts
just discuss go over the main key ideas that weve come up with from those texts SPOKEN committing more ideationally
discuss go over.ideas = specific mental and verbal processes
How do teachers mean in body language in face-to-face classrooms and how do these meanings relate to language? co-articulating, co-operating, coupling and commitment Making meanings salient Amplification of salience in conflation of rhythmic waves of movement Amplification in coupling of salience in rhythms of language and body language Enacting interaction in the alignment of body movements of teachers and students
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How do teachers mean in body language in face-to-face classrooms and how do these meanings relate to language? Maximising meaning making potential Instantiating ideational, interpersonal and textual meanings across different parts of the body Instantiating metafunctional meanings across semiotic systems Degrees of commitment of meaning in one or other system
references
Cleirigh, C. Unpublished paper. Gestural And Postural Semiosis: A SystemicFunctional Linguistic Approach To Body Language. Hood, S. in press. Body language in face-to-face teaching: A focus on textual and interpersonal meaning. In S. Dreyfus, S. Hood & M.Stenglin (eds) Semiotic Margins: meaning in multimodality. London: Continuum Martin, J.R. In press. Multimodal semiotics: theoretical challenges. In S. Dreyfus, S. Hood & M.Stenglin (eds) Semiotic Margins: meaning in multimodality. London: Continuum Thibault, P. 2004. Brain, mind and the signifying body. London: Continuum Zappavigna, M., C. Cleirigh,P. Dwyer & R.R. Martin 2009. The coupling of gesture and phonology. In M. Bednarek & J.R. Martin (eds) (2010). New Discourse on Language: Functional Perspectives on Multimodality, Identity, and Affiliation. London/New York: Continuum.
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More references
Bezemer, J. 2008. Displaying orientation in the classroom: Syudents multimodal responses to teacher instructions. Linguistics and Education, 19 (166-178) Bauldry, A. (2000) Multimodality and multimediality in the distance learning age. Campobasso, Italy: Paladino Editore Bourne, J. 2003. Vertical discourse: the role of the teacher in the transmission and acquisition of decontextualised knowledge. European Educational Research Journal 2 (4), 496-521. Eisenstein, J. 2008. Gesture in automatic discourse processing. PhD thesis. Massachusetts Intitute of Technology. Flewitt, R. (2006) Using video to investigate pre-school classroom interaction: Education research assumptions and methodological practices. Visual Communication 5 (1): 25-50. Haviland, J. 2000. Pointing, gestural spaces and mental maps. In D. McNeill (ed). Hood, S. 2006. The persuasive power of prosodies: Radiating values in academic writing. Journal of English for Academic Purposes l5: 37-49. Hood, S. and J.. Martin. 2007. Invoking attitude: the play of graduation in appraising discourse, in Ruqaiya Hasan, C.M.I.M. Matthiessen, and J. Webster (Eds) Continuing discourse on language. London: Equinox Kendon, A. 2004. Visible action as utterance. Cambridge: Cambridge University Press. Kress, G., C. Jewitt, J. Ogborn, C. Tsatsarelis. Multimodal teaching and learning: the rhetorics of the science classroom. London: Continuum. Martin, J.R. 1992. English text. Amsterdam: John Benjamins. Martin, J.R. & D. Rose 2003. Working with Discourse: meaning beyond the clause. London: Continuum. Martinec, R. 2000. Rhythm in multimodal texts. Leonardo, 33 (4), 289-297. Martinec, R. 2002. Rhythmic hierarchy in monologue and dialogue. Functions of language 9 (1), 39-59. Martinec, R.2004.Gestures that co-occur with speech as a systematic resource: the realisation of experiential meaning in indexes. Social semiotics 14 (2), 193-213. McGregor, D. 2004. Real space blends in spoken language. Gesture 4(1), 75-89. McNeill, D. 1998. Speech and gesture integration. In J.M. Iveron and S. Goldin-Meadow (eds), The nature and functions of gesture in children s communication, No 79. San Francisco: Jossey-Bass publishers. Pp 11-27. McNeill, D. (ed) 2000. Language and gesture: window into thought and action. Cambridge: Cambridge University Press. Norris, S. 2004. Analysing multimodal interaction: A methodological framework. London: Routledge. Roth, W.-M & D. Lawless. 2002. Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts. Learning and instruction (12) 285-304. Stenglin, M. 2004 Packaging curiosities: towards a grammar of three- dimensional space . Unpublished PhD Thesis, Department of Linguistics, University of Sydney. van Leeuwen, T. 2005. Introducing social semiotics. London: Routledge. van Leeuwen, T. 1999. Speech, music, sound. London: Macmillan
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Student:.so it flexible s just with maybedepend unclear point some ofslittle right? can Teacher: important I thinkthe grammar Great useful that a these rules an prepositions
side of hand
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Gestures enacting inter-segmental boundary cues and intra-segmental cohesion (Eisenstein 2008: 29)
The periodic patterning of lessons in multi-modal waves signals shifts in activity and kinds of interaction and guides and coordinates student engagement.
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(Eisentein 2008:29)
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If different semiotic modes, or parts of the same semiotic mode, like the instruments in music, are not synchronized often they have not been properly mastered or the piece has not yet been properly worked out. () Synchronization is discussed in chaos theory in the phenomenon of phase locking [19]: when two systems with their own rhythms get close to one another, after a certain time their rhythms synchronize. At a rather general level, synchrony thus seems to create order out of what may otherwise appear chaotic. Asynchrony, or disorder more generally, is however surely needed, too. Coupled with the right amount of order, it allows any system not to become too rigid and stifled. It allows a degree of freedom and is necessary for evolution. It also makes things more interesting. (Martinec 2000: 293)
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Concluding
There is a systematicity in gesturing in spoken English - ideationally, interpersonally and textually We can identify emerging system networks for the meaning potential of gestures In gesture we can - synthesise meanings across metafunctions - distribute meanings across the body In gestures plus speech we can - co-express meanings - share the metafunctional load -shift the major responsibility for meaning In gestures plus speech we can - commit more meaning potential than is committed in either mode independently - commit differently in each mode - commit more or less meaning potential in one mode or another 67
Concluding
The practice of face-to-face teaching is intensively multimodally and intermodally interactive. Analyses of classroom interaction, as instances and as generalised potentials, require us to attend to the multimodality and intermodality of the discourse. What can a multimodal analysis of classroom practice add to our understanding of generalised practices in different pedagogic paradigms? How can a multimodal analysis of classroom practice inform our understanding and design of online teaching practices? What contribution can an understanding of the multimodal complexity of classrooms make to teacher education?
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