The multimodal texture of engagement: prosodic language, gaze and posture in engaged, creative classroom interaction

This article explores the texture of engagement, a necessary foundation for creative thinking, and examines that texture through a multimodal lens. The article reports on research examining pupils’ face-to-face interaction, achieving rigour through systematic application of a multimodal discourse analysis framework to discover more about the nature of collaboration in class. The focus in this article is the work of two boys in an exam preparation class where the task is to transpose Macbeth Act 1 scene 7 into a modern context. The multimodal micro-analysis of extracts from the interaction allows for an understanding of the work of embodied modes of gaze, posture and gesture alongside spoken and written language. In particular, it highlights the work of embodied modes in engaged collaborative classroom interaction and the poetic, or prosodic, aspects to gaze and posture as well as language in everyday classroom communication. It conceptualises engagement as a process rather than a state or reaction. Building on these insights regarding the multimodal texture of engagement in collaboration, the article argues that it is important to understand engagement as a process rather than a state or response and discusses some implications as to what teachers need to take account of when implementing collaborative activities. Keywords Engagement; prosody; gaze; posture; collaborative learnin

Foreign Subtitles Help but Native-Language Subtitles Harm Foreign Speech Perception

Understanding foreign speech is difficult, in part because of unusual mappings between sounds and words. It is known that listeners in their native language can use lexical knowledge (about how words ought to sound) to learn how to interpret unusual speech-sounds. We therefore investigated whether subtitles, which provide lexical information, support perceptual learning about foreign speech. Dutch participants, unfamiliar with Scottish and Australian regional accents of English, watched Scottish or Australian English videos with Dutch, English or no subtitles, and then repeated audio fragments of both accents. Repetition of novel fragments was worse after Dutch-subtitle exposure but better after English-subtitle exposure. Native-language subtitles appear to create lexical interference, but foreign-language subtitles assist speech learning by indicating which words (and hence sounds) are being spoken

Policy implications of achievement testing using multilevel models: the case of Brazilian elementary schools

Large-scale educational assessment has been established as source of descriptive, evaluative and interpretative information that influence educational policies worldwide throughout the last third of the twentieth century. In the 1990s the Brazilian Ministry of Education developed the National Basic Education Assessment System (SAEB) that regularly measures management, resource and contextual school features and academic achievement in public and private institutions. In 2005, after significant piloting and review of the SAEB, a new sampling strategy was taken and Prova Brasil became the new instrument used by the Ministry to assess skills in Portuguese (reading comprehension) and Mathematics (problem solving), as well as collecting contextual information concerning the school, principal, teacher, and the students. This study aims to identify which variables are predictors of academic achievement of fifth grade students on Prova Brasil. Across a large sample of students, multilevel models tested a large number of variables relevant to student achievement. This approach uncovered critical variables not commonly seen as significant in light of other achievement determinants, including student habits, teacher ethnicity, and school technological resources. As such, this approach demonstrates the value of MLM to appropriately nuanced educational policies that reflect critical influences on student achievement. Its implications for wider application for psychology studies that may have relevant impacts for policy are also discussed