1887
image of Promoting multimodal practices in multilingual classes of Italian in Canada and in Italy
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This paper offers a qualitative analysis of the responses that 28 advanced learners of Italian in Canada and Italy contributed to a questionnaire asking them to interpret the meanings and functions of six Italian gestures, alone and in combination with dialogues. Participants were also asked to comment on their perception of body language in their L1 and in Italian. The purpose of the exercise was to expand L2 pedagogy towards multimodality, while at the same time accounting for learners’ multilingualism. We found that participants appreciated a multimodal approach to their Italian language learning experience. We also found that knowledge of languages typologically related to Italian (i.e. Romance languages) was no guarantee that our groups of multilinguals would be facilitated in the interpretation of L2 gesture forms and meanings. Rather, the presence of verbal language in dialogues, the form of gesture, and familiarity with the nonverbal characteristics of interactions in the target language, helped participants succeed in this multimodal activity.

Loading

Article metrics loading...

/content/journals/10.1075/ttmc.00057.sal
2020-07-15
2020-08-07
Loading full text...

Full text loading...

References

  1. Abner, Natasha, Kensy Cooperrider, and Susan Goldin-Meadow
    2015 “Gesture for Linguists: A Handy Primer.” Language and Linguistics Compass9 (11): 437–451. 10.1111/lnc3.12168
    https://doi.org/10.1111/lnc3.12168 [Google Scholar]
  2. Allen, Linda Q.
    1995 “The Effects of Emblematic Gestures on the Development and Access of Mental Representations of French Expressions.” The Modern Language Journal79 (4): 521–529. 10.1111/j.1540‑4781.1995.tb05454.x
    https://doi.org/10.1111/j.1540-4781.1995.tb05454.x [Google Scholar]
  3. Asher, James J.
    1969 “The Total Physical Response Approach to Second Language Learning.” The Modern Language Journal53 (1): 3–17.
    [Google Scholar]
  4. Blackledge, Adrian, and Angela Creese
    2017 “Translanguaging and the Body.” International Journal of Multilingualism14 (3): 250–268. 10.1080/14790718.2017.1315809
    https://doi.org/10.1080/14790718.2017.1315809 [Google Scholar]
  5. Cenoz, Jasone
    2013 “Defining Multilingualism.” Annual Review of Applied Linguistics33: 3–18. 10.1017/S026719051300007X
    https://doi.org/10.1017/S026719051300007X [Google Scholar]
  6. Cenoz, Jasone, and Durk Gorter
    2011 “A Holistic Approach to Multilingual Education: An Introduction.” The Modern Language Journal95 (3): 339–343. 10.1111/j.1540‑4781.2011.01204.x
    https://doi.org/10.1111/j.1540-4781.2011.01204.x [Google Scholar]
  7. 2013 “Towards a Plurilingual Approach in English Language Teaching: Softening the Boundaries between Languages.” TESOL Quarterly47: 591–599. 10.1002/tesq.121
    https://doi.org/10.1002/tesq.121 [Google Scholar]
  8. 2017 “Translanguaging as a Pedagogical Tool in Multilingual Education.” InLanguage Awareness and Multilingualism, ed. byJasone Cenoz, Gurter Durk, and Stephen May, 309–321. New York: Springer.
    [Google Scholar]
  9. Cook, Vivian
    1992 “Evidence for Multicompetence.” Language Learning42: 557–591. 10.1111/j.1467‑1770.1992.tb01044.x
    https://doi.org/10.1111/j.1467-1770.1992.tb01044.x [Google Scholar]
  10. Cummins, James
    2014 “Rethinking Pedagogical Assumptions in Canadian French Immersion Programs.” Journal of Immersion and Content-Based Language Education2 (1): 3–22. 10.1075/jicb.2.1.01cum
    https://doi.org/10.1075/jicb.2.1.01cum [Google Scholar]
  11. Dagenais, Diane
    2013 “Multilingualism in Canada: Policy and Education in Applied Linguistics Research.” Annual Review of Applied Linguistics33: 286–301. 10.1017/S0267190513000056
    https://doi.org/10.1017/S0267190513000056 [Google Scholar]
  12. Davitti, Elena, and Sergio Pasquandrea
    2017 “Embodied Participation: What Multimodal Analysis Can Tell us about Interpreter-Mediated Encounters in Pedagogical Settings.” Journal of Pragmatics107: 105–128. 10.1016/j.pragma.2016.04.008
    https://doi.org/10.1016/j.pragma.2016.04.008 [Google Scholar]
  13. Diadori, Pierangela
    1990Senza parole. 100 gesti degli italiani. Roma: Bonacci Ed.
    [Google Scholar]
  14. Faraco, Martine, and Tsuyoshi Kida
    2008 “Gesture and the Negotiation of Meaning in a Second Language Classroom.” InGesture: Second Language Acquisition and Classroom Researched. bySteven G. McCafferty, and Gail Stam, 280–297. London: Routledge.
    [Google Scholar]
  15. García, Ofelia
    2009Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: Blackwell.
    [Google Scholar]
  16. García, Ofelia, and Li Wei
    2014Translanguaging: Language, Bilingualism and Education. Basingstoke: Palgrave Macmillan. 10.1057/9781137385765
    https://doi.org/10.1057/9781137385765 [Google Scholar]
  17. Genesee, Fred
    1987Learning through Two Languages: Studies of Immersion and Bilingual Education. Cambridge, MA: Newbury House.
    [Google Scholar]
  18. Goldin-Meadow, Susan, and Martha W. Alibali
    2013 “Gesture’s Role in Speaking, Learning, and Creating Language.” Annual Review of Psychology64: 257–83. 10.1146/annurev‑psych‑113011‑143802
    https://doi.org/10.1146/annurev-psych-113011-143802 [Google Scholar]
  19. Goodwin, Charles
    2007 “Participation, Stance and Affect in the Organization of Activities.” Discourse & Society18 (1): 53–73. 10.1177/0957926507069457
    https://doi.org/10.1177/0957926507069457 [Google Scholar]
  20. Gorter, Durk, and Jasone Cenoz
    2011 “A Multilingual Approach: Conclusions and Future Perspectives: Afterwords.” The Modern Language Journal95 (3): 442–445. 10.1111/j.1540‑4781.2011.01203.x
    https://doi.org/10.1111/j.1540-4781.2011.01203.x [Google Scholar]
  21. Grosjean, François
    1985 “The Bilingual as a Competent but Specific Speaker-Hearer.” Journal of Multilingual and Multicultural Development6: 467–477. 10.1080/01434632.1985.9994221
    https://doi.org/10.1080/01434632.1985.9994221 [Google Scholar]
  22. Gullberg, Marianne
    2013 “Bilingualism and Gesture.” InThe Handbook of Bilingualism and Multilingualism, ed. byTej K. Bhatia, and William C. Ritchie, 417–437. Malden, MA: Wiley-Blackwell.
    [Google Scholar]
  23. Haque, Eve
    2012Multiculturalism within a Bilingual Framework: Language, Race, and Belonging in Canada. Toronto: University of Toronto Press. 10.3138/9781442686083
    https://doi.org/10.3138/9781442686083 [Google Scholar]
  24. Hornberger, Nancy H.
    1990 “Creating Successful Learning Contexts for Bilingual Literacy.” Teacher College Record92: 212–229.
    [Google Scholar]
  25. Jessner, Ulrike, and Kerstin Mayr-Keiler
    2017 “Why Context Matters: Social Inclusion and Multilingualism in an Austrian School Setting.” Social Inclusion5 (4): 87–97. 10.17645/si.v5i4.1139
    https://doi.org/10.17645/si.v5i4.1139 [Google Scholar]
  26. Jewitt, Carey
    2008 “Multimodality and Literacy in School Classrooms.” Rev. Res. Edu.32: 241–267. 10.3102/0091732X07310586
    https://doi.org/10.3102/0091732X07310586 [Google Scholar]
  27. Kendon, Adam
    2004Gesture: Visible Action as Utterance. Cambridge: Cambridge University Press. 10.1017/CBO9780511807572
    https://doi.org/10.1017/CBO9780511807572 [Google Scholar]
  28. Kita, Sotaro
    2009 “Cross-Cultural Variation of Speech-Accompanying Gesture: A Review.” Language and Cognitive Processes24 (2): 145–167. 10.1080/01690960802586188
    https://doi.org/10.1080/01690960802586188 [Google Scholar]
  29. Kress, Gunther
    2009 “What is Mode?” InThe Routledge Handbook of Multimodal Analysis, ed. byCarey Jewett, 54–67. New York: Routledge.
    [Google Scholar]
  30. Kusters, Annelies, Massimiliano Spotti, Ruth Swanwick, and Elina Tapio
    2017 “Beyond Languages, Beyond Modalities: Transforming the Study of Semiotic Repertoires.” International Journal of Multilingualism14 (3): 219–232. 10.1080/14790718.2017.1321651
    https://doi.org/10.1080/14790718.2017.1321651 [Google Scholar]
  31. Lantolf, James
    2010 “Minding your Hands: The Function of Gesture in L2 Learning.” InSociocognitive Perspectives on Language Use and Language Learning, ed. byRob Batstone, 131–150. Oxford: Oxford University Press.
    [Google Scholar]
  32. Lazaraton, Anne
    2004 “Gesture and Speech in the Vocabulary Explanations of One ESL Teacher: A Microanalytic Inquiry.” Language Learning54 (1): 79–117. 10.1111/j.1467‑9922.2004.00249.x
    https://doi.org/10.1111/j.1467-9922.2004.00249.x [Google Scholar]
  33. Lewis, Gwyn, Bryn Jones, and Colin Baker
    2012 “Translanguaging: Origins and Development from School to Street and beyond.” Educational Research and Evaluation: An International Journal on Theory and Practice18 (7): 641–654. 10.1080/13803611.2012.718488
    https://doi.org/10.1080/13803611.2012.718488 [Google Scholar]
  34. Li, Wei
    2018 “Translanguaging as a Practical Theory of Language.” Applied Linguistics39 (1): 9–30. 10.1093/applin/amx039
    https://doi.org/10.1093/applin/amx039 [Google Scholar]
  35. Lyster, Roy, Laura Collins, and Susan Ballinger
    2009 “Linking Languages through a Bilingual Read-aloud Project.” Language Awareness18: 366–383. 10.1080/09658410903197322
    https://doi.org/10.1080/09658410903197322 [Google Scholar]
  36. Macedonia, Manuela, and Thomas R. Knösche
    2011 “Body in Mind: How Gestures Empower Foreign Language Learning.” Mind, Brain, and Education5 (4): 196–211. 10.1111/j.1751‑228X.2011.01129.x
    https://doi.org/10.1111/j.1751-228X.2011.01129.x [Google Scholar]
  37. Macedonia, Manuela, and Wolfgang Klimesch
    2014 “Long-Term Effects of Gestures on Memory for Foreign Language Words Trained in the Classroom.” Mind, Brain, and Education8 (2): 74–88. 10.1111/mbe.12047
    https://doi.org/10.1111/mbe.12047 [Google Scholar]
  38. Macedonia, Manuela, Karsten Müller, and Angela D. Friederici
    2011 “The Impact of Iconic Gestures on Foreign Language Word Learning and its Neural Substrate.” Human Brain Mapping32: 982–998. 10.1002/hbm.21084
    https://doi.org/10.1002/hbm.21084 [Google Scholar]
  39. McNeill, David
    1992Hand and Mind: What Gestures Reveal about Thought. Chicago: The University of Chicago Press.
    [Google Scholar]
  40. ed. 2000Language and Gesture. Cambridge: Cambridge University Press. 10.1017/CBO9780511620850
    https://doi.org/10.1017/CBO9780511620850 [Google Scholar]
  41. 2005Gesture and Thought. Chicago: University of Chicago Press. 10.7208/chicago/9780226514642.001.0001
    https://doi.org/10.7208/chicago/9780226514642.001.0001 [Google Scholar]
  42. Mondada, Lorenza
    2016 “Challenges of Multimodality: Language and the Body in Social Interaction.” Journal of Sociolinguistics20: 336–366. 10.1111/josl.1_12177
    https://doi.org/10.1111/josl.1_12177 [Google Scholar]
  43. Morett, Laura M.
    2014 “When Hands Speak Louder than Words: The Role of Gesture in the Communication, Encoding, and Recall of Words in a Novel Second Language.” The Modern Language Journal98 (3): 834–853. 10.1111/modl.12125
    https://doi.org/10.1111/modl.12125 [Google Scholar]
  44. Nobili, Claudio
    2019I gesti dell’italiano. Roma: Carocci editore
    [Google Scholar]
  45. Ntelioglou, Burcu Y., Jennifer Fannin, Mike Montanera, and Jim Cummins
    2014 “A Multilingual and Multimodal Approach to Literacy Teaching and Learning in Urban Education: A Collaborative Inquiry Project in an Inner City Elementary School.” Frontiers in Psychology5: 1–10. 10.3389/fpsyg.2014.00533
    https://doi.org/10.3389/fpsyg.2014.00533 [Google Scholar]
  46. Rosborough, Alessandro
    2016 “Understanding Relations between Gesture and Chronotope: Embodiment and Meaning-Making in a Second-Language Classroom.” Mind, Culture, and Activity23 (2): 124–140. 10.1080/10749039.2015.1121400
    https://doi.org/10.1080/10749039.2015.1121400 [Google Scholar]
  47. Salvato, Giuliana
    2011 “The Interpretation of Emblematic Gestures in L2 Users of Italian.” InLanguage and Bilingual Cognition, ed. byVivian Cook, and Benedetta Bassetti, 385–405. Hove, UK: Psychology Press.
    [Google Scholar]
  48. 2015aLooking Beyond Words. Gestures in the Pedagogy of Second Languages in Multilingual Canada. Newcastle upon Tyne: Cambridge Scholars Publishing.
    [Google Scholar]
  49. 2015b “Cross-Linguistic Influences in Canadian Learners’ Interpretations of Italian Emblematic Gestures.” InLearning and Using Multiple Languages. Current Findings from Research on Multilingualism, ed. byMaria Pilar Safont Jordà, and Laura Portolés Falomir, 58–81. Newcastle upon Tyne: Cambridge Scholars Publishing.
    [Google Scholar]
  50. 2020 “Awareness of the Role of the Body in the Pedagogy of Italian in Canada and in Italy.” Language Awareness29 (1): 78–95. 10.1080/09658416.2020.1718683
    https://doi.org/10.1080/09658416.2020.1718683 [Google Scholar]
  51. Scarino, Angela
    2014 “Learning as Reciprocal, Interpretive Meaning-Making: A View from Collaborative Research into the Professional Learning of Teachers of Languages.” The Modern Language Journal98 (1): 386–401. 10.1111/j.1540‑4781.2014.12068.x
    https://doi.org/10.1111/j.1540-4781.2014.12068.x [Google Scholar]
  52. Shohamy, Elana
    2011 “Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies.” The Modern Language Journal95 (3): 418–429. 10.1111/j.1540‑4781.2011.01210.x
    https://doi.org/10.1111/j.1540-4781.2011.01210.x [Google Scholar]
  53. Sime, Daniela
    2006 “What Do Learners Make of Teachers’ Gestures in the Language Classroom?” International Review of Applied Linguistics44: 209–228. 10.1515/IRAL.2006.009
    https://doi.org/10.1515/IRAL.2006.009 [Google Scholar]
  54. 2008 “Because of her Gesture, it’s Very Easy to Understand: Learners’ Perceptions of Teachers’ Gestures in the Foreign Language Class.” InGesture: Second Language Acquisition and Classroom Research, ed. bySteven G. McCafferty, and Gail Stam, 259–280. London: Routledge.
    [Google Scholar]
  55. Smotrova, Tetyana
    2017 “Making Pronunciation Visible: Gesture in Teaching Pronunciation.” TESOL51 (1): 59–89. 10.1002/tesq.276
    https://doi.org/10.1002/tesq.276 [Google Scholar]
  56. Statistics Canada
  57. Streeck, Jurgen
    2013 “Interaction and the Living Body.” Journal of Pragmatics46: 69–90. 10.1016/j.pragma.2012.10.010
    https://doi.org/10.1016/j.pragma.2012.10.010 [Google Scholar]
  58. Streeck, Jurgen, Charles Goodwin, and Curtis LeBaron
    eds. 2011Embodied Interaction, Language and Body in the Material World. Cambridge: C.U.P.
    [Google Scholar]
  59. Swain, Merrill, and Sharon Lapkin
    2013 “A Vygotskian Sociocultural Perspective on Immersion Education: The L1/L2 Debate.” Journal of Immersion and Content-Based Language Education1 (1): 101–129. 10.1075/jicb.1.1.05swa
    https://doi.org/10.1075/jicb.1.1.05swa [Google Scholar]
  60. Talmy, Leonard
    1985 “Lexicalization Patterns: Semantic Structure in Lexical Forms.” InLanguage Typology and Syntactic Description, ed. byTimothy Shopen, 57–149. Cambridge: Cambridge University Press.
    [Google Scholar]
  61. Tellier, Marion
    2008 “The Effect of Gestures on Second Language Memorization by Young Children.” Gesture8 (2): 219–235. 10.1075/gest.8.2.06tel
    https://doi.org/10.1075/gest.8.2.06tel [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/ttmc.00057.sal
Loading
/content/journals/10.1075/ttmc.00057.sal
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: Italian as L2; gestures; multilingualism; translanguaging; multimodality
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error