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Findings show gestures used for learning scaffolding, disciplinary regulation of student behavior, and teacher gestures that both conform to and challenge norms, producing emergent identities. The study links gesture research to pedagogy, research, and teacher education in English language teaching.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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theoretical perspectives guide the study of gestures in ESL classrooms?","Question",{"text":63,"@type":64},"The dissertation integrates transdisciplinary gesture research with sociocultural theory, multimodality, embodied actions shaped by discourse-informed knowledge, and performativity as complementary frameworks for interpreting gestural meaning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do teachers’ and students’ gestures interact with language learning and classroom pedagogy?",{"text":68,"@type":64},"Gestures are analyzed as meaning-making resources that help scaffold learning processes and mediate teaching-learning interactions, connecting classroom-produced gesture meanings with L2 pedagogies.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the study explain the role of power and discipline in gesture meaning?",{"text":72,"@type":64},"Student gestures are described as subject to disciplinary regulation that aims to normalize academic behavior, while 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\nIN ESL CLASSROOMS: ALTERNATIVE THEORETICAL APPROACHES  \nSADIA NASRIN BANERJEE  \nA DISSERTATION SUBMITTED TO  \nTHE FACULTY OF GRADUATE STUDIES  \nIN PARTIAL FULFILLMENT OF THE REQUIREMENTS  \nFOR THE DEGREE OF  \nDOCTOR OF PHILOSOPHY  \nGRADUATE PROGRAM IN LINGUISTICS AND APPLIED LINGUISTICS  \nYORK UNIVERSITY  \nTORONTO, ONTARIO  \nMay 2020  \n© Sadia Banerjee, 2020  \nAbstract  \nThis study adopts a transdisciplinary approach (The Douglas Fir Group, 2016) to gesture research to understand how meanings of teachers’ and students’ gestures are influenced by broader sociocultural influences and power relations and how the meanings produced in the classroom interact with second language (L2) pedagogies. I incorporate multiple theoretical concepts such as the sociocultural theory (Vygotsky, 1978), multimodality in communication and learning (Jewitt, 2009; Kress, 2010), embodied actions as shaped by discursive knowledge (Foucault, 1979; Kubota, 1999; Luke, 1992; Ramanathan, 2010; Saavedra & Marx, 2016; Toohey, 2000) and performativity (Butler, 1999; Miller, 2012; Pennycook, 2004) as complementary to each other. Each theoretical perspective provides specific meanings to the gestural practices. The teachers and students, for example, used their gestures to scaffold each others’ learning processes (McCafferty, 2004; Smotrova, 2017) while the gestural signs were made and negotiated in the teaching-learning processes (Jewitt & Kress, 2003; Kress, 2010; Kress & Van Leeuwen, 2001) . Furthermore, students’ gestures were subject to disciplinary regulation (Foucault, 1979) that aimed at normalizing students’ specific academic behavior (Toohey, 2000) while the teachers’ gestures both conformed to and challenged normative practices as well as created collaborative power relations (Cummins, 2004). Finally, following the concept of performativity, the ESL (English as a Second Language) pedagogies displayed in each classroom were viewed as emergent products [or outcomes] of the teachers’ and students’repeated transmodal acts of identity (Butler, 1999; Pennycook, 2004) . Drawing on the above findings, in the final chapter of this dissertation, I discuss how gesture research may inform classroom pedagogy, research and teacher education in English Language Teaching.  \nAcknowledgements  \nA male friend once told me that writing a dissertation was like going through the stages of childbirth. Ironically, he would never have a chance to experience his own hyperbolic expression, but I did. Writing this dissertation while going through hundreds of conflicting emotions related to pregnancy, labor and neonatal care would be impossible without tremendous encouragement and academic support of Brian Morgan. Linda Steinman and Eve Haque had been like guardians with their mentorship and counsel throughout the journey of my doctoral studies. I appreciate the research assistantship opportunities offered by Antonella Valeo as they significantly improved my research skills. I cannot thank enough to Rose Frezza-Edgecombe for all the administrative support and Jonathan Luke for his peer support throughout this journey. Iam indebted to Sanjoy Banerjee for being both parents to our son at many occasions, and ever grateful to my son who holds on to life against the odds of growing up and keeps inspiring me with his perseverance. Finally, thanks to all my participants who gave me their valuable time to make this study happen.  \nTable of Contents  \nAbstract ........................................................................................................................................... ii  \nAcknowledgements ........................................................................................................................ iii  \nTable of Contents ........................................................................................................................... iv  \nList of Tables ...........................................","cbCaiuFaoKOkPJaG","https://ap.wps.com/l/cbCaiuFaoKOkPJaG","pdf",2601804,257,"English","# Chapter 1: Introduction\n## 1.1. Gesture Studies – An Emerging Field of Research\n## 1.2. Limitations in Gesture Research in SLA\n## 1.3. Conceptual Framework of this Study\n## 1.4. Purpose of this Study\n## 1.5. Research Questions\n## 1.6. Methodological Procedures\n## 1.7. My Position as a Researcher\n## 1.8. Important Definition of Terminology\n## 1.9. Organization of this Dissertation\n# Chapter 2: Theoretical Framework\n## 2.1. Gestures Mediate Language Learning","[{\"question\":\"What theoretical perspectives guide the study of gestures in ESL classrooms?\",\"answer\":\"The dissertation integrates transdisciplinary gesture research with sociocultural theory, multimodality, embodied actions shaped by discourse-informed knowledge, and performativity as complementary frameworks for interpreting gestural meaning.\"},{\"question\":\"How do teachers’ and students’ gestures interact with language learning and classroom pedagogy?\",\"answer\":\"Gestures are analyzed as meaning-making resources that help scaffold learning processes and mediate teaching-learning interactions, connecting classroom-produced gesture meanings with L2 pedagogies.\"},{\"question\":\"How does the study explain the role of power and discipline in gesture meaning?\",\"answer\":\"Student gestures are described as subject to disciplinary regulation that aims to normalize academic behavior, while teachers’ gestures can both reinforce and resist normative practices and foster collaborative power relations.\"}]","CONCEPTUALIZING GESTURAL REPRESENTATIONS IN ESL CLASSROOMS - ALTERNATIVE THEORETICAL APPROACHES | PDF",648]