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In Word and Deed: Embodying Early Literacy Learning in Gestures and Postures

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Title: In Word and Deed: Embodying Early Literacy Learning in Gestures and Postures
Language: English
Authors: Caroline R. van der Mescht (ORCID 0000-0001-6985-9989)
Source: South African Journal of Childhood Education. 2023 13(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Descriptors: Foreign Countries, Reading Instruction, Grade 1, Elementary School Teachers, Literacy Education, Teaching Methods, Phonics, Nonverbal Communication, Human Posture
Geographic Terms: South Africa
ISSN: 2223-7674
2223-7682
Abstract: 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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1409692
Database: ERIC
FullText Text:
  Availability: 0
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  Data: In Word and Deed: Embodying Early Literacy Learning in Gestures and Postures
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  Data: <searchLink fieldCode="AR" term="%22Caroline+R%2E+van+der+Mescht%22">Caroline R. van der Mescht</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6985-9989">0000-0001-6985-9989</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Childhood+Education%22"><i>South African Journal of Childhood Education</i></searchLink>. 2023 13(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
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  Data: Y
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Posture%22">Human Posture</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 2223-7674<br />2223-7682
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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      – Text: English
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        PageCount: 14
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Phonics
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      – SubjectFull: Nonverbal Communication
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      – SubjectFull: Human Posture
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      – SubjectFull: South Africa
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      – TitleFull: In Word and Deed: Embodying Early Literacy Learning in Gestures and Postures
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