Chapter published in:
Engagement in Professional Genres
Edited by Carmen Sancho Guinda
[Pragmatics & Beyond New Series 301] 2019
► pp. 277–295

Gestural silence

An engagement device in the multimodal genre of the chalk talk lecture

| Carleton University, Ottawa, Canada
| Carleton University, Ottawa, Canada
| Carleton University, Ottawa, Canada
This chapter reports on a study of multimodal engagement strategies used by instructors while performing chalk talk, the genre of university mathematics lecture. Relying on multimodal data, the study examines how university mathematics instructors engage students in chalk talk through gestures, writing on the chalkboard, and speech. One of the engagement strategies identified in the study is the use of gestural silence, or the absence of the instructor’s hand movement, intended to engage students in doing mathematics. The study indicates that such multimodal engagement strategies appear to be shaped by the embodied nature of discipline-specific genres.
Keywords: engagement, genre, gestural silence, multimodality, university mathematics
Published online: 24 April 2019
https://doi.org/10.1075/pbns.301.15fog
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Cited by 1 other publications

Bernad-Mechó, Edgar & Inmaculada Fortanet-Gómez
2019.  In Engagement in Professional Genres [Pragmatics & Beyond New Series, 301], ► pp. 321 ff. Crossref logo

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