Polyfocal classroom interactions and teaching gestures. An analysis of nonverbal orchestration

Brahim Azaoui 1, *
* Corresponding author
Abstract : While a growing body of research suggests that gestures have an impact in the teaching/learning process, few have explored gestures produced by teachers to understand how instructors cope with the intrinsically polyfocal dimension of class interactions. This paper reports on an empirically grounded account of both how and in what circumstances teachers conduct multimodal orchestration, and the interactional issues it raises. Because it is based on video-recorded corpora of two instructors each teaching both French to native and to non-native students, my study also tackles the issue of the context-sensitivity of teaching gestures.
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Brahim Azaoui. Polyfocal classroom interactions and teaching gestures. An analysis of nonverbal orchestration. Gesture and speech in interaction (GESPIN), Sep 2015, Nantes, France. ⟨hal-01228911⟩

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