Designing Learning with Embodied Teaching
Perspectives from Multimodality
1st Edition
Published on 27. August 2020
160 pages
978-1-000-09838-9 (ISBN)
Description
Teaching and learning involve more than just language. The teachers' use of gestures, the classroom spaces they occupy and the movements they make, as well as the tools they use, work together with language as a multimodal ensemble of meanings. Embodied teaching is about applying the understandings from multimodal communication to the classroom. It is about helping teachers recognise that the moves they make and the tools they use in the classroom are part of their pedagogy and contribute to the design of the students' learning experience.
In response to the changing profile and needs of learners in this digital age, pedagogic shifts are required. A shift is the evolving role of teachers from authority of knowledge to designers of learning. This book discusses how, using examples drawn from case studies, teachers can use corporeal resources and (digital) tools to design learning experiences for their students. It advances the argument that the study of the teachers' use of language, gestures, positioning, and movement in the classroom, from a multimodal perspective, can be productive.
This book is intended for educational researchers and teacher practitioners, as well as curriculum specialists and policy makers. The central proposition is that as teachers develop a semiotic awareness of how their use of various meaning-making resources express their unique pedagogy they can use these multimodal resources aptly and fluently to design meaningful learning experiences. This book also presents a case for further research in educational semiotics to understand the embodied ways of meaning-making in the pedagogic context.
In response to the changing profile and needs of learners in this digital age, pedagogic shifts are required. A shift is the evolving role of teachers from authority of knowledge to designers of learning. This book discusses how, using examples drawn from case studies, teachers can use corporeal resources and (digital) tools to design learning experiences for their students. It advances the argument that the study of the teachers' use of language, gestures, positioning, and movement in the classroom, from a multimodal perspective, can be productive.
This book is intended for educational researchers and teacher practitioners, as well as curriculum specialists and policy makers. The central proposition is that as teachers develop a semiotic awareness of how their use of various meaning-making resources express their unique pedagogy they can use these multimodal resources aptly and fluently to design meaningful learning experiences. This book also presents a case for further research in educational semiotics to understand the embodied ways of meaning-making in the pedagogic context.
Reviews / Votes
"A book that brings the profound relevance of what has long been overlooked into clear focus."Gunther Kress (1940-2019), Professor of Semiotics and Education, University College London, UK
"In this volume, Lim demonstrates the power of a systemic view on multimodality to not only examine embodied teaching, but to show semiotic resources can be best utilized in concert for effective pedagogy." Thomas Martin Amundrud, Associate Professor, English Education, Nara University of Education, Japan
"Lim has produced a book that any ELT teacher, curriculum specialist, or educational researcher would be well served to include in his or her library as a reference and practical guide or as a key text on embodied teaching."Sheida Mezban, review in Multimodal Communication
"[This book] would be a useful starting point and source of reference for teachers who are looking to deepen their understanding of multimodal communication and digital communicative technologies within the context of teaching and learning [...] a useful text for groups of teachers collaborating in teams for professional development in this area."
Dr. Jonathon Adams, English Language Institute of Ingapore (ELIS), MOE
"This book greatly contributes to our knowledge about classroom teaching, teacher training, and policymaking. We believe it will also be a fine reference book in many research areas related to teaching, such as educational semiotics, multimodality, and particularly systemic functional multimodal discourse analysis."Xiaolan Wei and Xueyan Yang, review in Language and Education, DOI: 10.1080/09500782.2021.1889580
"[This book] provides both research insights and practical tips for literacy educators to engage 21st century students in the language lessons."
Dr Willy Renandya, Principal Lecturer, National Institute of Education, Nanyang Technological University "A book that brings the profound relevance of what has long been overlooked into clear focus."
Gunther Kress, Professor of Semiotics and Education, University College London, UK
"In this volume, Lim demonstrates the power of a systemic view on multimodality to not only examine embodied teaching, but to show semiotic resources can be best utilized in concert for effective pedagogy."
Thomas Martin Amundrud, Associate Professor, English Education, Nara University of Education, Japan
"Lim has produced a book that any ELT teacher, curriculum specialist, or educational researcher would be well served to include in his or her library as a reference and practical guide or as a key text on embodied teaching."
Sheida Marzban, PhD Candidate, University of Pannonia, Hungary, review in Multimodal Communication
"[This book] would be a useful starting point and source of reference for teachers who are looking to deepen their understanding of multimodal communication and digital communicative technologies within the context of teaching and learning [...] a useful text for groups of teachers collaborating in teams for professional development in this area."
Jonathon Adams, Senior Specialist, English Language Institute of Singapore (ELIS), Ministry of Education, review in ELIS Book Recommendation
"This book greatly contributes to our knowledge about classroom teaching, teacher training, and policymaking. We believe it will also be a fine reference book in many research areas related to teaching, such as educational semiotics, multimodality, and particularly systemic functional multimodal discourse analysis."
Xiaolan Wei and Professor Xueyan Yang, Fudan University, China, review in Language and Education, DOI: 10.1080/09500782.2021.1889580
"[This book] provides both research insights and practical tips for literacy educators to engage 21st century students in the language lessons."
Willy Renandya, Principal Lecturer, National Institute of Education, Nanyang Technological University, review in Teachers Voices: Professional Development, https://www.facebook.com/groups/teachervoices/permalink/4379980992065899
"This book demonstrates the author's academic interests and extensive knowledge in educational semiotics, embodied teaching, and multimodal resources... a useful resource for educational researchers, policymakers, administrator and curriculum specialists to design learning suitable to students."
Chen Wang, Department of Foreign Languages, University of Shanghai for Science and Technology, China, review in Innovations in Education and Teaching International, DOI: https://doi.org/10.1080/14703297.2021.1918464
"This book is of great theoretical and practical significance for pedagogic discourse research, pedagogic method innovation, and educational policymaking. On the one hand, it not only benefits educational researchers and practitioners but makes excellent contributions to multimodal discourse analysis theory and multimodal discourse research methodology...On the other hand, this study has implications for administrators and curriculum specialists as it can be helpful in implementing a pedagogic shift to teachers' roles as designers of learning; teachers can use this study to reflect on teaching as designing learning through semiotic orchestration of embodied resources."
Guoqiang Liu, Universiti Teknologi Malaysia, review in Discourse Studies. DOI: https://doi.org/10.1177/14614456221121187
"This book shows how we can understand - and act - in schools in an era of change. It offers a refined understanding of multimodal communication and learning, of embodied teaching and semiotic technologies, as well as of pedagogic discourses, spaces, and gestures. It casts an eye on the multimodal classroom and how the work in this classroom can be orchestrated."
Staffan Selander, Professor Emeritus, Stockholm University, Sweden
More details
Series
Edition
1. Auflage
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Illustrations
6 Tables, black and white; 20 Line drawings, black and white; 20 Illustrations, black and white
ISBN-13
978-1-000-09838-9 (9781000098389)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
08/2020
1st Edition
Routledge
€205.80
Shipment within 15-20 days
Book
08/2020
1st Edition
Routledge
€60.70
Shipment within 15-20 days
Person
Fei Victor Lim is Assistant Professor at the National Institute of Education, Nanyang Technological University, Singapore. He has published and been cited for his work in multimodal discourse analysis, designs for learning through classroom orchestration, and multimodal literacy. He serves on the editorial team of the Asia Pacific Journal of Education, Computers and Composition, and Designs for Learning. He is also Principal Investigator and Co-Principal Investigator of several research grants. He was previously Lead Specialist and Deputy Director, Technologies for Learning, at the Singapore Ministry of Education, where he has experience in translational research, policy formulation, and programme development, with a focus on how educational technology can improve teaching and learning.
Content
1. Embodied Teaching 2. Multimodal Pedagogic Discourse 3. Spatial Pedagogy 4. Pedagogic Gestures 5. Semiotic Technologies 6. Multimodal Classroom Orchestration 7. Designing Learning
