Orchestration of talk and gestures for dialogic scaffolding: a case study of reading instruction

• Nadya Shaznay Patel ^[1]
  1. [1] Singapore Institute of Technology

     Singapore Institute of Technology

     Singapur

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 47, Nº 1, 2024, págs. 80-112
• Idioma: inglés
• DOI: 10.1177/02103702231224617
• Títulos paralelos:
  • Orquestación del habla y los gestos para un andamiaje dialógico: un estudio de caso de la enseñanza de la lectura
• Enlaces
  • Texto completo
• Resumen
  • español

    Los expertos se muestran de acuerdo en que el habla y el andamiaje son clave en la enseñanza y el aprendizaje de la lectura. No obstante, mientras que muchos estudios se centran en el papel del discurso, pocos exploran el uso del gesto como estrategias de andamiaje. Este artículo responde a las siguientes preguntas: (i) ¿Cómo complementa el uso de gestos a la creación de estrategias de andamiaje por parte del docente?; y (ii) ¿Cómo se puede lograr un andamiaje dialógico haciendo uso del uso del habla y del gesto? Esta investigación-observación se centra en el estudio de caso de una docente de secundaria. La mediación semiótica del habla y los gestos de los participantes es objeto de un estudio detallado bajo un enfoque analítico basado en las teorías del andamiaje y el gesto. Los resultados muestran que los gestos de la docente se utilizaron como apoyo al aprendizaje, mientras que los estudiantes los utilizaron para representar y demostrar visualmente su comprensión. A través de esta interacción del gesto y el habla se logra la construcción efectiva de significado y la comprensión en la enseñanza de la lectura.

  • English

    Scholars agree that talk and scaffolding are critical to students’ learning in reading instruction. However, while many studies have focused on the role of talk, few have studied the use of gestures as scaffolding strategies. This paper answers the following questions: (i) How does the use of gestures complement a teacher’s construction of scaffolding strategies? (ii) How can the use of talk and gestures achieve dialogic scaffolding? This observation research focuses on a case study of a secondary teacher. Participants’ semiotic mediation of talk and gestures was examined closely using an analytical approach, informed by theories of scaffolding and gesture. The findings show that teacher gestures were used as learning support while students used gestures to visually represent and demonstrate their understanding. Through this interplay between talk and gesture, effective meaning-making and understanding were achieved in reading instruction.

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