To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230718T131520230718T1615Europe/Amsterdam[SYMP11] AILA ReN - Perspectives on Gesture in Second Language Teaching and LearningHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Gesture and plurilingual practices in a foreign language classroom
Oral Presentation[SYMP11] AILA ReN - Perspectives on Gesture in Second Language Teaching and Learning01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
Research in bilingualism and second language acquisition has witnessed a sea change in the last two decades regarding the closely related concepts of plurilingualism, multicompetence, and translanguaging (Piccardo, Germain-Rutherford & Lawrence, 2022). In contrast to research based on monolingual, native-speaker models, plurilingual models view language systems (inclusive of gesture) as interdependent, multimodal, and possibly unified in both fluent and emergent multilingual speakers (Wei, 2018). Plurilingual practices are of particular interest to researchers of pedagogical contexts (Garcia & Lin, 2016) because teachers leverage various language features and other semiotic affordances for specific teaching purposes. Given that gesture is often noted in discussions of plurilingualism, and that gesture researchers are beginning to highlight multicompetence frameworks as highly relevant to gesture studies (Brown, 2016), there is considerable potential for investigating gesture further as a key feature of plurilingual practices in language instruction. This qualitative, exploratory analysis looks closely at gesture as a feature of plurilingualism in the context of a novice level university Italian language classroom in the US. Data are drawn from over 30 hours of videorecordings. Both first and target language use is frequent, as is use of gesture and other multimodal resources. Using interactional discourse analysis (Tannen, Hamilton & Schiffrin, 2015), this presentation examines stretches of instructional interaction and considers how these data address emergent research questions such as whether the teacher gestures differently when using English or Italian, whether and when gesture appears to be designed for the benefit of learners and/or is aiding the teacher's own processing or self-management, and whether gesture appears to mediate plurilingual practices among participants. This presentation concludes by identifying future directions for research in instructional contexts to investigate gesture as a dynamic element of plurilingual language education.
Brown, A. (2016). Gestures in multi-competence. In V. Cook and L. Wei (Eds). The Cambridge Handbook of Linguistic Multi-Competence. Cambridge: Cambridge University Press, pp. 276-297.
Garcia, O., & Li, W. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
Piccardo, E., Germain-Rutherford, A. & Lawrence, G. (2022). The Routledge Handbook of Plurilingual Language Education. Routledge.
Tannen, D., Hamilton, H. & Schiffrin, D. (Eds.) (2015). The Handbook of Discourse Analysis. Second edition. Wiley Blackwell.
Wei, L. (2018). Translanguaging as a Practical Theory of Language. Applied Linguistics, 39(1), 9–30.
Presenters Keli Yerian Distinguished Teaching Professor, University Of Oregon
Understanding conceptual metaphors and gesture in elementary dual language immersion classrooms
Oral Presentation[SYMP11] AILA ReN - Perspectives on Gesture in Second Language Teaching and Learning01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
This study focuses on conceptual metaphors (CMs) coupled with spontaneous gestures, as a critical component of everyday language in dual language immersion classrooms. Conceptual Metaphor Theory was introduced by Lakoff and Johnson (1980) through their analyses of daily language, explaining that these metaphors went beyond basic language issues, to actually influencing perspectives, orientations, and experiences in a person's life. In essence, CMs go beyond other metaphors or figurative language as they not only use one representational source domain to understand a new target domain (i.e., a new concept) but they also carry and embed metaphoric meanings both individually and socially, including through the use of gesture (Cienki & Müller, 2008; Gibbs, 2008). CMs have mainly been studied through [meta]cognitive theoretical frameworks (Berendt, 2008; Ritchie, 2006) correlated with their influence on cognitive thinking. However, it is also understood that CMs connect to specific languacultures (Agar, 1990) and are not universal around the world (Efron, 1941; Peltier & McCafferty, 2010).
Specifically, CMs can be challenging for second language learners to comprehend, sometimes the latter phase of a new language to be understood (Lantolf & Thorne, 2006; McCafferty, 2008). However, the study of CMs in second language settings have been found to support student learning and provide insights towards innovative metaphor-based pedagogical practices (Boers, 2013; Hoang, 2014), which can include gesture as providing pragmatic functions supporting context and understanding (Mittelberg, 2018). To better understand how conceptual metaphors are used naturally in second language classrooms, this study proposes a qualitative and descriptive methodology using Vygotskian (1997) sociocultural theory to understand meaning-making among teachers and students learning English and Spanish in elementary (K-6) dual language immersion classrooms. An analysis of classroom discourse, conversations, and other interactions may provide answers for how CMs may support or challenge comprehension, including implications for second language pedagogy for young learners.
Social/pragmatic functions of gestures by teachers in L2 language classroom
Oral Presentation[SYMP11] AILA ReN - Perspectives on Gesture in Second Language Teaching and Learning01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
This exploratory study examines the pragmatic functions of gestures employed by teachers in a foreign language classroom. We focus on Open Hand gestures and their variations. This paper is grounded in the work on pragmatic gestures (e.g., Kendon 2004, 2017; Müller 2004) and the social semiotic perspective on embodied meaning making (e.g., Holland, 2011). There has been a growing body of research about the role of gesture in foreign language teaching/learning practices in domains such as comprehension (e.g., Sueyoshi & Hardison, 2005), vocabulary learning (e.g., Tellier, 2008) and grammar (Matsumoto & Dobs, 2016). These studies mainly analyze the referential (semantic) meanings carried by representational gestures (McNeill 1992). Gestures also carry pragmatic meanings (Kendon 2004). However, compared to the studies of the efficacy of teachers' gestures in L2 learning, those investigating the social/pragmatic functions of such gestures are fairly limited. According to Kendon (2017), four pragmatic functions can be ascribed to gestures (modal, performative, parsing and operational functions). As a language classroom abounds with social interactions, and Open Hand gestures are very widely used (Kendon, 2004), we would expect these gestures to be also used by teachers. The questions we address are: what kind of functions do these gestures mostly carry, and are there any language classroom-specific patterns ? The data for the study were drawn from the recorded class sessions of Japanese as L2 available on YouTube as well as those recorded by the author. The analysis followed the methodological procedure used by Müller (2004). The results show that Open Hand gestures are frequently used by language teachers. However, in some cases, their functions may not be so straightforward. Furthermore, the timing of the teacher's gesture in relation to the interlocutor's utterance (i.e. before vs. after) may reflect different pragmatic functions. We will discuss the applicability of Kendon's classification in language classroom discourse and the implications of the findings for the notion of embodied meaning-making in a classroom setting.
Bibliography: Hood, S. (2011). Body language in face-to-face teaching: A focus on textual and interpersonal metafunctions. In S. Dreyfus, S. Hood and M. Stenglin (Eds.), Semiotic Margins (pp. 31-52). London: Routledge. Kendon, A. (2004). Gesture. Cambridge University Press. –––– (2017). Pragmatic functions of gestures : some observations on the history of their study and their nature. Gesture 16, 157-175. Matsumoto, Y. & Dobs, A. M. (2016). Pedagogical gestures as interactional resources for teaching and learning aspect in the ESL grammar classroom. Language Learning, 67(1), 7-42. McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: University of Chicago Press. Müller, C. (2004). Forms and uses of the Palm Up Open Hand: a case of a gesture family. In C. Müller and R. Posner (Eds.), The semantics and pragmatics of everyday gestures (pp. 321-328). Berlin: Weidler. Sueyoshi, A., & Hardison, D. (2005). The role of gestures and facial cues in second language listening comprehension. Language Learning, 55, 579-596. Tellier, M. (2008). The effect of gestures on second language memorization by young children. Gesture, 8, 219-235.
How to code gesture efficiency for meaning construction?
Oral Presentation[SYMP11] AILA ReN - Perspectives on Gesture in Second Language Teaching and Learning01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
Gestures are recognized for their contribution to comprehension, especially for language learners (Kelly et al., 1999; Sueyoshi & Hardison, 2005). It is thus not surprising that language teachers use a great deal of pedagogical gestures when in class to help the learners to understand what is being said. However, gesturing in an efficient way while teaching is not innate, and it seems that training pre-service teachers to use their body in a pedagogical way can be useful (Tellier & Yerian, 2018). In this study, our main questions are: how to assess the effect of training on pre-service teachers' gestures? Which features should be coded to account for efficiency for meaning comprehension? Based on workshop on a pedagogical gestures, involving 16 future French teachers, our data consists of video samples of the participants explaining the same words before and after explicit training. The purpose of this study is to assess the effect of training on pre-service teachers' gestures while explaining vocabulary. We first used features from previous studies (Tellier et al., 2021) to code gestures, i.e. quantity (gesture rate), iconicity, duration and size. However, it appears that they are not always sufficient to assess the quality of these pedagogical gestures. Indeed, when coding data, we noticed that some gestures are sloppy and loose, and it gives an impression of clumsiness whereas gestures that are crisp give a better impression and are easier to understand. To account for the degree of crispness in gesture production, we set up an evaluation scale inspired by sign language coding (Eccarius & Brentari, 2008; Emmorey et al., 2005). This notation system was used on ELAN software (Wittenburg et al., 2006) to code a sample of gestures before and after teacher training by several coders. In this presentation, we discuss the results of this methodology. Key words: pedagogical gestures, gesture coding, crispness, meaning, gesture efficiency
Bibliography: Eccarius, P., & Brentari, D. (2008). Handshape coding made easier A theoretically based notation for phonological transcription. Sign Language & Linguistics, 11, 69‑101. Emmorey, K., Borinstein, H. B., & Thompson, R. (2005). Bimodal Bilingualism : Code-blending between Spoken English and American Sign Language. 12. Kelly, S. D., Barr, D. J., Church, R. B., & Lynch, K. (1999). Offering a Hand to Pragmatic Understanding : The Role of Speech and Gesture in Comprehension and Memory. Journal of Memory and Language, 40(4), 577‑592. Sueyoshi, A., & Hardison, D. (2005). The Role of Gestures and Facial Cues in Second Language Listening Comprehension. Language Learning, 55, 661‑699. Tellier, M., Stam, G., & Ghio, A. (2021). Handling language : How future language teachers adapt their gestures to their interlocutor. Gesture, 20(1), 30‑62. Tellier, M., & Yerian, K. D. (2018). Mettre du corps à l'ouvrage : Travailler sur la mise en scène du corps du jeune enseignant en formation universitaire. Recherche et pratiques pédagogiques en langues de spécialité. Cahiers de l'Apliut, 2(37). Wittenburg, P., Brugman, H., Russel, A., Klassmann, A., & Sloetjes, H. (2006). ELAN : A professional framework for multimodality research. 1556‑1559.
Presenters Tellier Marion Professeure Des Universités, Aix Marseille Université
A multilingual’s use of gesture, gaze, and verbal elements for full class participation.
Oral Presentation[SYMP11] AILA ReN - Perspectives on Gesture in Second Language Teaching and Learning01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
Limited research has studied the emotional, cognitive, and social functions of multimodality in student participation in classroom interactions. Some research has shown evidence of active participation through private speech (Ohta, 2001), pauses (Stam & Tellier, 2017), and gestures (van Compernolle & Williams, 2013). Their findings challenge the assumptions that quiet students are passive learners, and that little verbal communication indicates limited learning. However, there has been minimal research looking at how these students' gestures contribute to a collective Zone of Proximal Development (ZPD) (Vygotsky, 1978). Even less research has paid attention to emergent multilinguals learning their L3 with a limited L2 and an unshared L1. To better understand these language learners and the functions of their multimodality in classroom interactions, we investigated the verbal and nonverbal interactions of a Mandarin L1 student learning French with English L1 students in a 12-week French literacy program. The program featured Concept-Based Instruction (Gal'perin, 1989) and a Division of Labor Pedagogy (adapted from Cole, 1996; Petrovsky, 1985). The Division of Labor allowed each student to play an essential role in the collective which was important to their individual and group development. Group meetings were video-recorded then transcribed and coded for the focal student's embodied actions including gaze, nodding, and vicarious responses. We implemented the methods of conversation analysis (Sidnell & Stivers, 2013), gesture coding (McNeill, 1992), and microgenetic analysis (Lantolf & Thorne, 2006). The findings showed that even in silence, through her gaze and nodding, the student was highly attuned to speech events related to her tasks in pair and group interactions. Her gestures and minimal speech suggested that she was active in meaning-making and contributed to the development of the group's ZPD. We argue that both verbal and non-verbal elements in classroom interactions are equally significant to understand students' participation, contribution, and development.
References
Cole, M. (1996). Cultural psychology: A once and future discipline. Harvard University Press. Gal' perin, P. Y. (1989). Mental actions as a basis for the formation of thoughts and images. Soviet Psychology, 27(2), 45–64. Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and genesis of second language development. Oxford University Press. McNeill, D. (1992). Hand and mind: What gestures reveal about thought. University of Chicago Press. Ohta, A. S. (2001). Second language acquisition processes in the classroom: Learning Japanese. Lawrence Erlbaum Associates. Petrovsky, A. V. (1985). Studies in psychology: The collective and the individual. Progress Publishers. Sidnell, J., & Stivers, T. (Eds.). (2013). The handbook of conversation analysis. Wiley-Blackwell. Stam, G., & Tellier, M. (2017). The sound of silence: The functions of gestures in pauses in native and non-native interaction. In R. B. Church, M. W. Alibali, & S. D. Kelly (Eds.), Gesture Studies (Vol. 7, pp. 353–377). John Benjamins. van Compernolle, R. A. van, & Williams, L. (2013). Group dynamics in the language classroom: Embodied participation as active reception in the collective Zone of Proximal Development. Classroom Discourse, 4(1), 42–62. Vygotsky, L. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
Keli Yerian
Tellier Marion
Nguyen Minh Nghia
