Issues by alessandro rosborough
EDITORIAL
Ondrej Kaščák:
From Body to Identity, from Identity to Body
ARTICLES
James MacAl... more EDITORIAL
Ondrej Kaščák:
From Body to Identity, from Identity to Body
ARTICLES
James MacAllister, Malcolm Thorburn:
Living in the Senses and Learning with Love – John MacMurray’s Philosophy of Embodied Emotion
Dominique C. Hill:
A Vulnerable Disclosure: Dangerous Negotiations of Race and Identity in the Classroom
Christine A. Mallozzi:
“The Personal has Become Political”: A Secondary Teacher’s Perceptions of Her Body in the Classroom
Joana Manarte, Amélia Lopes, Fátima Pereira:
Contributions to the Empirical Study of Immediacy in the Pedagogical Relationship through Self-narratives
Alessandro Rosborough:
Gesture, Meaning-making, and Embodiment: Second Language Learning in an Elementary Classroom
Zuzana Bánovčanová, Dana Masaryková:
The Docile Body – Reflecting the School
Papers by alessandro rosborough
Language and sociocultural theory, Jan 10, 2023
Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners Jaso... more Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners Jason Travis Jay Department of Teacher Education, BYU Master of Arts Literacy proficiency is critical for success both in and out of school; yet adolescent English language learners (ELLs) are not performing at the level of their English-speaking peers. This qualitative study focused on ways in which one successful high-school teacher facilitated literacy events as a way to provide language and literacy support for these students. The findings describe the actions of the teacher, the affordances made by these actions, and how the students took up those affordances. Teacher actions included creating a safe and comfortable atmosphere, following a routine, and participating in sharing activities. Affordances included opportunities for using vocabulary and language structures, developing and expressing ideas, and reflecting on meaning of texts. Student actions included various forms of engagemen...
The purpose of this sociocultural study was to investigate gesture as a mediational tool for mean... more The purpose of this sociocultural study was to investigate gesture as a mediational tool for meaning-making in learning and teaching a second language. Gesture was observed between a teacher and her immigrant students in a second grade elementary classroom designed specifically for second language learners of English. This study provides an innovative investigation in the role gesture plays as a meditational tool for meaning-making by using a SCT framework at an elementary context level. Using sociocultural theory, particularly the Vygotskian tradition, this study views gesture as a part of image in thinking. This SCT framework views second language learning in a holistic way, where language is not disembodied from making sense and is not divided in its image and speech components. The study considers gesture as an indivisible part of language, thinking, and meaning-making. In addition, gesture is viewed for its affordances for making meaning as created by both first and second lang...
Search and research [Recurso electrónico]: teacher education for contemporary contexts, 2017, ISBN 978-84-9012-769-8, págs. 973-981, 2017
Mind, Culture, and Activity, 2016
ABSTRACT This article investigates the inter-relationship between Bakhtin’s (1981) chronotope and... more ABSTRACT This article investigates the inter-relationship between Bakhtin’s (1981) chronotope and the role of gesture in meaning-making processes in second language development. Chronotope— a unity of time, space, and qualitatively new experience, has been applied to the study of K-12 classrooms in the field of education with the repeated caveat concerning identification difficulties (Brown & Renshaw, 2009). Using Vygotskian sociocultural psychology (Vygotsky, 1978, 1986), the present study explores how gesture, as a material carrier, embodies and materializes chronotopes. Implications include the pedagogical importance for teachers to identify chronotope-gesture relations and diverge from prescripted curriculums in meeting second language learners’ needs.
Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners Lite... more Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners Literacy proficiency is critical for success both in and out of school; yet adolescent English language learners (ELLs) are not performing at the level of their English-speaking peers. This qualitative study focused on ways in which one successful high-school teacher facilitated literacy events as a way to provide language and literacy support for these students. The findings describe the actions of the teacher, the affordances made by these actions, and how the students took up those affordances. Teacher actions included creating a safe and comfortable atmosphere, following a routine, and participating in sharing activities. Affordances included opportunities for using vocabulary and language structures, developing and expressing ideas, and reflecting on meaning of texts. Student actions included various forms of engagement in the activities and content such as speaking up during sharing ac...
Comparison of Early Literacy iPad Applications: Children’s Engagement Shawnii Lyman Department of... more Comparison of Early Literacy iPad Applications: Children’s Engagement Shawnii Lyman Department of Communication Disorders, BYU Master of Science The presence of digital mobile applications (apps) designed to promote early literacy skills has surged in the last few years. This study explored children’s affect and engagement as they interacted with three apps: Endless Reader, Hideout: Early Reader, and Preschool Matching Game: Rhyming Words. The study consisted of 12 children, age 4 to 5, who interacted in pairs with each of the apps while their classroom teacher facilitated the experience. The researchers examined videos and transcripts of the children’s actions and nonverbal expressions as they encountered the apps. Transcripts included verbal and nonverbal information with codes assigned to represent child behaviors. Descriptive analysis of the data led to characterizing behaviors children exhibited in light of the different apps’ design features and with respect to group dynamics....
Reading Psychology
ABSTRACT
Reading Psychology, 2015
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Issues by alessandro rosborough
Ondrej Kaščák:
From Body to Identity, from Identity to Body
ARTICLES
James MacAllister, Malcolm Thorburn:
Living in the Senses and Learning with Love – John MacMurray’s Philosophy of Embodied Emotion
Dominique C. Hill:
A Vulnerable Disclosure: Dangerous Negotiations of Race and Identity in the Classroom
Christine A. Mallozzi:
“The Personal has Become Political”: A Secondary Teacher’s Perceptions of Her Body in the Classroom
Joana Manarte, Amélia Lopes, Fátima Pereira:
Contributions to the Empirical Study of Immediacy in the Pedagogical Relationship through Self-narratives
Alessandro Rosborough:
Gesture, Meaning-making, and Embodiment: Second Language Learning in an Elementary Classroom
Zuzana Bánovčanová, Dana Masaryková:
The Docile Body – Reflecting the School
Papers by alessandro rosborough
Ondrej Kaščák:
From Body to Identity, from Identity to Body
ARTICLES
James MacAllister, Malcolm Thorburn:
Living in the Senses and Learning with Love – John MacMurray’s Philosophy of Embodied Emotion
Dominique C. Hill:
A Vulnerable Disclosure: Dangerous Negotiations of Race and Identity in the Classroom
Christine A. Mallozzi:
“The Personal has Become Political”: A Secondary Teacher’s Perceptions of Her Body in the Classroom
Joana Manarte, Amélia Lopes, Fátima Pereira:
Contributions to the Empirical Study of Immediacy in the Pedagogical Relationship through Self-narratives
Alessandro Rosborough:
Gesture, Meaning-making, and Embodiment: Second Language Learning in an Elementary Classroom
Zuzana Bánovčanová, Dana Masaryková:
The Docile Body – Reflecting the School