A3 Book section, Chapters in research books
Students' depictive gestures in CLIL classroom interaction : a manifestation of subject-specific knowledge (2024)
Kääntä, L., & Kasper, G. (2024). Students' depictive gestures in CLIL classroom interaction : a manifestation of subject-specific knowledge. In J. Hüttner, & C. Dalton-Puffer (Eds.), Building disciplinary literacies in content and language integrated learning (pp. 29-59). Routledge. Routledge series in language and content integrated teaching and plurilingual education. https://doi.org/10.4324/9781003403685-3
JYU authors or editors
Publication details
All authors or editors: Kääntä, Leila; Kasper, Gabriele
Parent publication: Building disciplinary literacies in content and language integrated learning
Parent publication editors: Hüttner, Julia; Dalton-Puffer, Christiane
ISBN: 978-1-032-51729-2
eISBN: 978-1-003-40368-5
Journal or series: Routledge series in language and content integrated teaching and plurilingual education
Publication year: 2024
Publication date: 28/06/2024
Pages range: 29-59
Number of pages in the book: 240
Publisher: Routledge
Place of Publication: Abingdon, Oxon
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.4324/9781003403685-3
Publication open access: Not open
Publication channel open access:
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/99870
Abstract
This chapter approaches subject-specific literacy in the content and language integrated learning (CLIL) classroom as a situated, multimodal practice that entails detailing those multimodal resources, including language, use of gaze, gesture, body, and the spatio-material aspects of the classroom setting, participants employ to construct and negotiate subject-specific knowledge in interaction. Our focus ison the type and manner of depictive gestures students use as part of explanations and upshot formulations. The data come from a large corpus of video-recorded CLIL lessons taught in English in Finland from which we have identified students' depictive gestures during task activities and teachers' lectures to the whole class. Using multimodal conversation analysis, the findings show that students employ the same kinds of depictive gestures in the two environments, e.g., acting and drawing abstract motions, but in context-sensitive ways to visually bring forth meanings not expressed verbally. Instead of viewing students' depictive gestures as compensating for unavailable science register, the findings show that they form a constitutive part of students' understanding of subject-specific knowledge, i.e., their understanding is fundamentally embodied. This has consequences for how subject-specific literacy is viewed and how teachers assess students' contributions when they participate in classroom interaction.
Keywords: content and language integrated learning; curriculum subjects; know-how; class teaching; linguistic interaction; non-verbal language; conversation analysis
Free keywords: CLIL; subject-specific knowledge; classroom interaction; depictive gestures; conversation analysis
Contributing organizations
Ministry reporting: Yes
VIRTA submission year: 2024
Preliminary JUFO rating: 2