"This collection highlights diverse epistemological perspectives in original research on the important role of multimodality in second language contexts. The volume explores a wide range of theoretical and methodological traditions toward foregrounding the notion that bodily action is not merely an add-on to the modality of talk but an integral part of second language teaching, learning, and interaction. Following an introductory chapter, eighteen empirical chapters feature either classroom or non-classroom research, which sheds light on different dimensions of multimodality in second language contexts, including learning reflected in gesture, learning gesture across languages, the role of bodily action in language teaching, and the role of movement in configuring space for effective communication. Each empirical chapter follows a consistent structure detailing the research focus, the background to each study, methodology, and findings. A concluding synthesis chapter braids the insights of these chapters, drawing parallels across different method, and pointing toward cross-cutting areas for future research. This book will be of interest to students and scholars in applied linguistics, multilingualism, bilingualism, gesture studies, cognitive science, andpsychology"--
This collection highlights diverse epistemological perspectives in original research on the important role of multimodality in second language contexts. This book will be of interest to students and scholars in applied linguistics, multilingualism, bilingualism, gesture studies, cognitive science, and psychology.
This collection highlights diverse epistemological perspectives in original research on the important role of multimodality in second language contexts.
The volume explores a wide range of theoretical and methodological traditions toward foregrounding the notion that bodily action is not merely an add-on to the modality of talk but an integral part of second language teaching, learning, and interaction. Following an introductory chapter, 18 empirical chapters feature either classroom or non-classroom research, which shed light on different dimensions of multimodality in second language contexts, including learning reflected in gesture, learning gesture across languages, the role of bodily action in language teaching, and the role of movement in configuring space for effective communication. Each empirical chapter follows a consistent structure detailing the research focus, the background to each study, methodology, and findings. A concluding synthesis chapter braids the insights of these chapters, drawing parallels across different methods, and pointing toward crosscutting areas for future research.
This book will be of interest to students and scholars in applied linguistics, multilingualism, bilingualism, gesture studies, cognitive science, and psychology.
List of Contributors
Chapter 1: An Introduction to Multimodality across Epistemologies in Second
Language Research, Sųren W. Eskildsen and Amanda Brown
Chapter 2: Gesture as a Means for Communicating and Understanding Embodied
Conceptualizations in Second Language Interactions, Jana Bressem and Silva
Ladewig
Chapter 3: Language, Embodiment and the Material Ecology: Embodied and
Material Resources for Repairs in Second Language Interactions, Sųren W.
Eskildsen and Johannes Wagner
Chapter 4: Multimodality and Contingency Teaching: Promoting Interactive
Read-alouds for Elementary Second Language Learners., Alessandro Rosborough
and Jennifer J. Wimmer
Chapter 5: How Flexible seating Redefines the Place of the Body in the
Language Classroom, Marion Tellier
Chapter 6: Learning to Embody the Teacher, Keli Yerian and Marion Tellier
Chapter 7: Conflicting Deictic Gestures in EFL Classrooms: Their Frequency,
Mechanisms, and Learner Perception, Nobuhiro Kamiya
Chapter 8: Multimodal and Materially Embedded Meaning in L2 Interaction:
Explaining and Understanding New Vocabulary, Sųren W. Eskildsen
Chapter 9: The Effectiveness of Hand Gestures on the Development of L2 French
Pronunciation, Solčne Inceoglu and Ruri Ueda
Chapter 10: A Comparison of Gesture Production in L1 and L2 During a
Video-mediated Task-based Teletandem Interaction, Benjamin Holt
Chapter 11: Gesture Shape and Gesture-speech Alignment Predict Simultaneous
L2 Sound Production Accuracy, Peng Li, Florence Baills, Xiaotong Xi, and
Pilar Prieto
Chapter 12: Patterned Iconicity for Second Language Acquisition: Differential
Effects of Gesture Type on Lexical Category, Tasha N. Lewis, Matthew W.
Kirkhart, and Elise Stickles
Chapter 13: Does Gesture Help L2 English Users Interpret Ambiguous Sentences
with Quantification and Negation?, Amanda Brown and Masaaki Kamiya
Chapter 14: Predicting Gesture Use among Bilingual and Monolingual Children
Lauren Daley, Eugenia Gokhman, Christina Pechey, and Elena Nicoladis
Chapter 15: What Speech and Gesture Illustrate About the
Thinking-for-Speaking Patterns of Child isiXhosa Speakers Learning English,
Gale Stam, Heather Brookes, and Unathi Ngumbela
Chapter 16: Predictors of Gesture Viewpoint in L2: A Generalized Linear
Mixed Models Analysis, Christopher Hromalik and Amanda Brown
Chapter 17: What Does Gesture Size Tell Us about L2 Language Acquisition and
Use?: Gestures Accompanying Ideophones in L2 Japanese, Keiko Yoshioka and
Noriko Iwasaki
Chapter 18: Gesturing the Discourse Marker Entonces in Native Speakers and
Learners of Spanish, Renia Lopez-Ozieblo
Chapter 19: How ESL Speakers Use Gestures in Conversation and in
Storytelling, Elena Nicoladis, Fajar Khan, and Xiaoting Li
Chapter 20: A Concluding Synthesis for Multimodality across Epistemologies in
Second Language Research, Amanda Brown and Sųren Wind Eskildsen
Index
Amanda Brown is Associate Professor of Linguistics and Director of the Linguistic Studies Program at Syracuse University, USA. She investigates the psycholinguistic effects of multicompetence and associated implications for gesture, language pedagogy and assessment, language across the curriculum, and (equity in) language teacher preparation.
Sųren W. Eskildsen is Associate Professor at the Department of Design, Media and Educational Science, University of Southern Denmark. His research interests concern interactional processes and practices in L2 learning in situ and over time, approached from the perspective of usage-based linguistics and multimodal conversation analysis. He works with in- and out-of-class data.
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