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Analysing the teachers’ use of gestures in the classroom: A systemic functional multimodal discourse analysis approach
Citation
Lim, V. F. (2019). Analysing the teachers’ use of gestures in the classroom: A systemic functional multimodal discourse analysis approach. Social Semiotics, 29(1), 83-111. https://doi.org/10.1080/10350330.2017.1412168
Abstract
Classroom research in the past has mostly been based on the study of the language used by the teacher and students. With the availability of video recording technologies, it is now possible to collect multimodal classroom data, such as the teachers’ use of gestures, positioning, and classroom space to enact specific pedagogy. The challenge for the researchers is how to annotate and analyse such multimodal data. This paper proposes an approach for the annotation and analysis of the teachers’ use of gestures in the classroom for meaning-making. Situated within Systemic Functional Theory, the Systemic Functional Multimodal Discourse Analysis approach to the formal and functional classification of teachers’ use of gestures in the classroom is introduced. The approach builds on present research and theoretical conceptions on gestures and extends the classifications with examples from a selection of instances from an authentic classroom corpus. The aim is to develop the theoretical apparatus for the annotation and analysis of the teachers’ use of gestures in the classroom.
Date Issued
2019
Publisher
Taylor & Francis
Journal
Social Semiotics