| Owner: |
Virginia J. Flood
|
| Owner Email: |
vflood@buffalo.edu
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| Paper Title: |
How Instructors Use Gestures During Initiation-Response-Evaluation/Follow-Up (IRE/F) Sequences
|
| Session Title: |
Negotiations of Meaning, Authority, and Agency in Language and Literacy
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| Paper Type: |
Roundtable Presentation
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| Presentation Date: |
4/21/2020
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| Presentation Location: |
Online
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| Descriptors: |
Classroom Research, Communication, Discourse Studies
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| Methodology: |
Qualitative
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| Author(s): |
Virginia J Flood, University of California - Berkeley
|
| Unit: |
SIG-Language and Social Processes
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| Abstract: |
In this microethnographic study, I investigate how instructors use gesture in Initiation-Response-Evaluation/Feedback (IRE/F) sequences during whole-class discussions in programming classrooms. I found that in initiations, instructors use gesture to give students hints about the product, method, or format of the answer they are looking for. During instructors’ evaluation and feedback turns, instructors use their own gestures to repeat students’ gestures, add new gestures to student responses, and elaborate students’ gestures by adding additional gesture phrases. These findings demonstrate that multimodal resources like gesture play important roles in IRE/F sequences and deserve further investigation in teacher questioning practices in whole-class discussions.
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| DOI: |
https://doi.org/10.3102/1585388
|