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Learner Initiative Through Multimodal Communication Resources in the English Classroom

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Title: Learner Initiative Through Multimodal Communication Resources in the English Classroom
Authors: Soo Kyoung Kwak
Source: English Teaching. 2023 78(3):25-54.
Availability: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Peer Reviewed: Y
Page Count: 30
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Preschool Education
Descriptors: Intermode Differences, Learning Modalities, Kindergarten, English (Second Language), Language Teachers, Native Speakers, Educational Resources, Preschool Teachers, Teacher Student Relationship, Classroom Communication, Foreign Countries, Second Language Learning, Second Language Instruction, Foreign Nationals, Nonverbal Communication
Geographic Terms: South Korea
ISSN: 1017-7108
2671-9312
Abstract: Using a conversation analysis (CA) framework, this study investigated how kindergarten-aged learners took initiative during classroom interactions through multimodal communication resources. Over a thirteen-week period, data was collected from kindergarten English classroom interactions between two male native English-speaking teachers (NESTs) and 125 children divided into six classes. The analysis revealed that learners deployed several multimodal communication resources in teacher-initiated sequences, such as finger-folding gestures, hand-raising, and gaze direction. These multimodal resources were employed to retrieve words, acquire turns, provide answers, and impart other kinds of information. The study also showed how very young learners, with limited linguistic resources, were able to attract the teacher's attention, draw on embodied resources to access a turn, and become active agents influencing the trajectory of both teacher talk and classroom learning. The study concludes with a discussion of learner initiative and multimodal communication resources, and the pedagogical implications carried by the results of the study for classroom interaction with very young learners.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1407227
Database: ERIC
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  Data: Learner Initiative Through Multimodal Communication Resources in the English Classroom
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  Data: <searchLink fieldCode="SO" term="%22English+Teaching%22"><i>English Teaching</i></searchLink>. 2023 78(3):25-54.
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  Data: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
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  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
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  Data: 1017-7108<br />2671-9312
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  Data: Using a conversation analysis (CA) framework, this study investigated how kindergarten-aged learners took initiative during classroom interactions through multimodal communication resources. Over a thirteen-week period, data was collected from kindergarten English classroom interactions between two male native English-speaking teachers (NESTs) and 125 children divided into six classes. The analysis revealed that learners deployed several multimodal communication resources in teacher-initiated sequences, such as finger-folding gestures, hand-raising, and gaze direction. These multimodal resources were employed to retrieve words, acquire turns, provide answers, and impart other kinds of information. The study also showed how very young learners, with limited linguistic resources, were able to attract the teacher's attention, draw on embodied resources to access a turn, and become active agents influencing the trajectory of both teacher talk and classroom learning. The study concludes with a discussion of learner initiative and multimodal communication resources, and the pedagogical implications carried by the results of the study for classroom interaction with very young learners.
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      Pagination:
        PageCount: 30
        StartPage: 25
    Subjects:
      – SubjectFull: Intermode Differences
        Type: general
      – SubjectFull: Learning Modalities
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Native Speakers
        Type: general
      – SubjectFull: Educational Resources
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Classroom Communication
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Foreign Nationals
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      – SubjectFull: Nonverbal Communication
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      – SubjectFull: South Korea
        Type: general
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      – TitleFull: Learner Initiative Through Multimodal Communication Resources in the English Classroom
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              M: 01
              Type: published
              Y: 2023
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