Multimodal Interactional Analysis of Youth Interactions in an After-School Science Learning Setting

• In Event: Semiotics in Education: Signs, Meanings, and Multimodality SIG Paper Session

Abstract

Science learning is traditionally regarded as a linguistic accomplishment yet close attention to the situated interplay of multiple modes of meaning-making (speech, image, gesture, gaze, etc.) in the science setting reveals richer insights on the dynamism of learning interactions. This study uses multimodal interactional analysis to examine interactions of resettled Burmese refugee youth as they learned about climate change in an afterschool science setting. We catalogue some ways focal participants used speech, proxemics, coordination of material resources, and gestures in negotiations of group membership, what counted as relevant knowledge, and participation in the learning tasks. Findings offer new insights on how learners negotiate and co-construct meanings and can potentially help educators design more inclusive and equitable approaches to science instruction.

Authors

• Mavreen Rose Sta Ana Tuvilla, Purdue University

• Minjung Ryu, Purdue University