Gesticulating Science: Emergent Bilingual Students' Use of Gestures

Autor/inn/en	Ünsal, Zeynep; Jakobson, Britt; Wickman, Per-Olof; Molander, Bengt-Olov
Titel	Gesticulating Science: Emergent Bilingual Students' Use of Gestures
Quelle	In: Journal of Research in Science Teaching, 55 (2018) 1, S.121-144 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ünsal, Zeynep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21415
Schlagwörter	Foreign Countries; Bilingual Students; Science Instruction; Nonverbal Communication; Grade 3; Grade 7; Observation; Energy; Chemistry; Epistemology; Communication Strategies; Teaching Methods; Language Usage; Sweden + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Non-verbal communication; Nonverbale Kommunikation; School year 03; 3. Schuljahr; Schuljahr 03; School year 07; 7. Schuljahr; Schuljahr 07; Beobachtung; Energie; Chemie; Erkenntnistheorie; Kommunikationsstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Schweden
Abstract	This article examines how emergent bilingual students used gestures in science class, and the consequences of students' gestures when their language repertoire limited their possibilities to express themselves. The study derived from observations in two science classes in Sweden. In the first class, 3rd grade students (9-10 years old) were involved in a unit concerning electricity. The second class consisted of 7th-grade students (13-14 years old) working with acids and bases. Data were analyzed by using practical epistemological analysis (PEA). When students' language proficiency limited their possibility to express themselves, using gestures resulted in the continuation of the science activities. Furthermore, both peers and teachers drew on the used gestures to talk about the science content. In some situations, the meaning of the gestures needed to be negotiated. Regardless, the gestures were always related to language. Both students and teachers participated in this process, but the teachers directed the communication toward the goal of the lessons: learning how to talk science. The study contributes to the field by showing the importance of paying attention to and valuing bilingual students' use of gestures as a way to express scientific knowledge. In addition, it demonstrates how teachers might draw on students' gestures to teach science and discusses the importance of creating multimodal learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01