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Abstract

Abstract

Growing evidence shows the role of teachers gestures not only in L2 learning ( ) but also in supporting learning in the L1 classroom ( ). The current study aims at contributing to this last perspective. Based on data from a 3rd grade plurilingual classroom in an Italian school, it observes the ‘catchments’ ( ) in teacher’s gesticulation during a cycle of lessons on “The origin of life”. The analysis identifies conceptual components based on the metaphor associated with gestures, and observes their alignment with lexical items – either technical or common words (; ) – in speech. The gesture-word association supports both the conceptualization of the notions and the acquisition of the related lexicon: gestures connect recurring concepts to their different verbalisations, ensuring a conceptually coherent representation over the lesson; they establish synonimic relations between technical and common words; and they can also work as memory triggers towards and between concepts and lexical units.

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/content/journals/10.1075/rcl.00125.and
2023-01-31
2023-03-25

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Evolution is an arc along a timeline
John Benjamins ; https://doi.org/10.1075/rcl.00125.and
/content/journals/10.1075/rcl.00125.and
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  • Article Type: Research Article
Keywords: metaphoric gestures ; teacher gestures ; plurilingual classes ; catchment ; academic language

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