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Indigenous Language Revitalization: Success, Sustainability, and the Future of Human Culture
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In: Capstone Showcase (2022)
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Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
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Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching
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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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What’s Wrong with “What is your name?” > “Quel est votre nom?”:Teaching Responsible Use of MT through Discursive Competence and Metalanguage Awareness
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In: L2 Journal, vol 14, iss 1 (2022)
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Is isiZulu a ‘problem or a ‘resource’? Engineering students’ perceptions of teaching and learning in a multilingual context ...
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Is isiZulu a ‘problem or a ‘resource’? Engineering students’ perceptions of teaching and learning in a multilingual context ...
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Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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Language learning through interaction: Online and in the classroom
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In: The Coastal Review: An Online Peer-reviewed Journal (2022)
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The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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Parenting of 1.5 generation Chinese Americans’ parents: A case study
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In: Journal of Global Education and Research (2022)
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Current Trends in Second Language Assessment
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Current Trends in Second Language Assessment
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
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In: Senior Projects Spring 2021 (2021)
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The L2L system for second language learning using visualised zoom calls among students
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In: Dey-Plissonneau, Aparajita, Lee, Hyowon orcid:0000-0003-4395-7702 , Pradier, Vincent orcid:0000-0002-7050-6408 , Scriney, Michael orcid:0000-0001-6813-2630 and Smeaton, Alan F. orcid:0000-0003-1028-8389 (2021) The L2L system for second language learning using visualised zoom calls among students. In: 16th European Conference on Technology-Enhanced Learning EC-TEL 2021, 20-24 Sept 2021, Bozen-Bolzano, Italy (Online). ISBN 978-3-030-86435-4 (2021)
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Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning Space
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Gesture Helps Second and Foreign Language Learning and Teaching
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In: Gesture in Language: Development Across the Lifespan ; https://hal.archives-ouvertes.fr/hal-03464264 ; Aliyah Morgenstern & Susan Goldin-Meadow. Gesture in Language: Development Across the Lifespan, Mouton de Gruyter; APA, 2021, 978-1-4338-3629-9 ; https://www.apa.org/pubs/books/gesture-in-language?tab=1 (2021)
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Abstract:
International audience ; From the perspective that language and language usage consist of both speech and gesture (McNeill 1992, 2005, 2012) a number of studies have been conducted to examine gesture’s role in second language (L2) acquisition over the past thirty years. These studies have demonstrated the important role that gesture plays in both second and foreign language learning and teaching (for reviews, see Gullberg and McCafferty 2008; Stam 2013; Stam and McCafferty 2008; Stam and Buescher 2018; Tellier 2014). However, despite the growing interest in gesture and L2 learning and teaching among a number of researchers, the topic of gesture and its importance in understanding L2 acquisition is still not considered in most mainstream second language acquisition (SLA) studies. These studies on L2 learning and teaching have mainly focused on the analysis of speech production and seen gestures as peripheral to the process of learning and teaching. However, gestures play a very strong role in both learning and teaching because verbal language is only half of the picture (it provides a window only onto verbal thought and not imagistic thought), it is not always the most efficient medium for communication especially when there is an asymmetry in language proficiency between a learner and a teacher or a native speaker. L2 learning and teaching are interconnected and can be considered as two sides of the same coin: for instance, on the one hand, learners use gestures to scaffold their speech elaboration, and on the other hand, teachers use gestures to scaffold their speech comprehension by the learners. In addition, learners’ gestures indicate their language proficiency and comprehension of material, important aspects for teachers to take into consideration in their teaching.This chapter, although it focuses on adult learners, will provide evidence for why it is important to consider gestures in both L2 learning and teaching for all age ranges. It begins by defining co-speech gestures and pedagogical gestures. Next, it discusses how learners’ co-speech gestures show whether they are conceptualizing in their L1, their L2, or a combination of the two and to what extent different tasks affect the types of gestures learners produce. Then, it shifts to pedagogical gestures and illustrates how teachers engage their bodies in different ways in the classroom, the various functions of the gestures teachers use, and in what manner teachers vary their speech and gesture when engaging with non-native speakers, and what this tells us about teaching and communication.
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Keyword:
[SCCO.LING]Cognitive science/Linguistics; [SHS.EDU]Humanities and Social Sciences/Education; acquisition des langues; Analyse gestuelle; didactique des langues; Foreign Language Teaching; gestes pédagogiques; Gesture Analysis; Pedagogical gestures; Second Language acquisition
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URL: https://hal.archives-ouvertes.fr/hal-03464264/file/AM-Gesture%20Helps%20Second%20and%20Foreign%20Language%20Learning%20and%20Teaching_FINAL%203-9-21.pdf https://hal.archives-ouvertes.fr/hal-03464264 https://hal.archives-ouvertes.fr/hal-03464264/document
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