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Gesture and language as a system of embodied learning

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dc.contributor.author Haddon, Lori K.
dc.date.accessioned 2011-11-07T23:41:26Z
dc.date.available 2011-11-07T23:41:26Z
dc.date.copyright 2010 en_US
dc.date.issued 2011-11-07
dc.identifier.uri http://hdl.handle.net/1828/3661
dc.description.abstract This study examines the relationship between gesture and a deep understanding of a second language. The participants, including the researcher, are second-language educators who have experience drastic changes in levels of fluency after switching from traditional teaching methods, prioritizing grammar and thematic teaching, to the gesture approach. Data of this phenomenon is collected through a series of semi-structured interviews giving priority to narrative accounts of personal experiences. A phenomenological framework is employed to allow the dialogues to fuse and new understandings to emerge in the spaces in between. The findings are presented in an in-depth conversation between the participants and including well-known dynamic systems theorists to allow new insights and connections to develop. which are then creatively summarized and further explored in the final chapter through multi-lingual slam poetry. en_US
dc.language English eng
dc.language.iso en en_US
dc.subject gesture en_US
dc.subject second language acquisition en_US
dc.title Gesture and language as a system of embodied learning en_US
dc.type Thesis en_US
dc.contributor.supervisor Sanford, Kathy
dc.contributor.supervisor Thom, Jennifer S.
dc.degree.department Dept. of Curriculum and Instruction en_US
dc.degree.level Master of Arts M.A. en_US
dc.rights.temp Available to the World Wide Web en_US
dc.description.scholarlevel Graduate en_US


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