<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322017000300455</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v22n03a06</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El rol de los gestos en la construcción de significados en el aula]]></article-title>
<article-title xml:lang="en"><![CDATA[The role of gestures in the construction of meaning in classroom context]]></article-title>
<article-title xml:lang="fr"><![CDATA[Le rôle des gestes dans la construction de significations dans la salle de classe]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menti]]></surname>
<given-names><![CDATA[Alejandra Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosemberg]]></surname>
<given-names><![CDATA[Celia Renata]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Córdoba  ]]></institution>
<addr-line><![CDATA[Córdoba Capital ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[Ciudad Autónoma de Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>455</fpage>
<lpage>475</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322017000300455&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322017000300455&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322017000300455&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente trabajo analiza la función que cumplen los gestos realizados por docentes y alumnos durante el tratamiento de vocabulario específico, no familiar o poco frecuente en clases de ciencias sociales de la escuela primaria. Se adoptó una metodología mixta que combina de modo secuencial una fase cualitativa y otra cuantitativa. Los resultados del análisis cualitativo pusieron de manifiesto que tanto las maestras como los niños emiten gestos con el propósito de ampliar o reforzar la información que expresan verbalmente, cubrir el vacío lingüístico, manifestar comprensión compartida y enfatizar aspectos de sus intervenciones. El análisis cuantitativo mostró que los interlocutores -docentes y alumnos- privilegian el empleo de gestos destinados a ampliar o reforzar la información que proporcionan verbalmente por sobre los demás tipos de gestos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This work analyzes the role of gestures produced by teachers and students during the treatment of specific, non-familiar or infrequent vocabulary in the classroom of social science at primary school. A mixed methodology that sequentially combines a qualitative and a quantitative phase was adopted. The results of the qualitative analysis showed that both teachers and children make gestures with the purpose of broadening or reinforcing the information that they transmit verbally, covering the linguistic gap, showing shared comprehension and emphasizing aspects of their interventions. The quantitative analysis showed that the interlocutors - teachers and students- favor the use of gestures meant to broaden or reinforce the information they provide orally over other types of gestures.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé : Ce travail vise à analyser la fonction de gestes faits par les enseignants et les élèves, pendant le processus d&#8217;enseignement du vocabulaire spécifique, peu familial et peu fréquent dans le cadre de l&#8217;enseignement de sciences sociales à l&#8217;école primaire. Pour ce faire, la méthode de comparaison constante de Glaser et Strauss (1967) a été utilisée, afin d&#8217;analyser des séquences d&#8217;interaction, dans lesquelles l&#8217;enseignant et les élèves expliquent ou clarifient la signification d&#8217;un mot, corrigent l&#8217;emploi d&#8217;un terme ou essaient de remédier aux problèmes de communication. Les résultats ont mis en évidence que les interlocuteurs participant aux interactions font des gestes lorsqu&#8217;ils recherchent un terme spécifique, décrivent des actions ou un objet en particulier et élaborent des définitions contextuelles de manière conjointe. Même si les enseignants et les élèves font les mêmes gestes pendant le processus, leur fonction peut varier à l&#8217;intérieur de la séquence d&#8217;interaction.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[interacción comunicativa en el aula]]></kwd>
<kwd lng="es"><![CDATA[gestos en el aula de clase]]></kwd>
<kwd lng="es"><![CDATA[construcción de significados]]></kwd>
<kwd lng="es"><![CDATA[enseñanza-aprendizaje de ciencias]]></kwd>
<kwd lng="es"><![CDATA[escuela primaria]]></kwd>
<kwd lng="es"><![CDATA[comunicación y pedagogía.]]></kwd>
<kwd lng="en"><![CDATA[communicative interaction in the classroom]]></kwd>
<kwd lng="en"><![CDATA[gestures in the classroom]]></kwd>
<kwd lng="en"><![CDATA[meaning construction]]></kwd>
<kwd lng="en"><![CDATA[vocabulary]]></kwd>
<kwd lng="en"><![CDATA[science teaching-learning]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[communication and pedagogy.]]></kwd>
<kwd lng="fr"><![CDATA[interaction communicative en classe]]></kwd>
<kwd lng="fr"><![CDATA[fonction des gestes]]></kwd>
<kwd lng="fr"><![CDATA[construction de significations]]></kwd>
<kwd lng="fr"><![CDATA[enseignement-apprentissage des sciences sociales]]></kwd>
<kwd lng="fr"><![CDATA[école primaire]]></kwd>
<kwd lng="fr"><![CDATA[communication et pédagogie.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Babad]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Avni-Babad]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Rosenthal]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Prediction of students' evaluations from brief instances of professors' nonverbal behavior in defined instructional situations]]></article-title>
<source><![CDATA[Social Psychology of Education]]></source>
<year>2004</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-33</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barowy]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ecology and development in classroom communication]]></article-title>
<source><![CDATA[Linguistics and Education]]></source>
<year>2008</year>
<volume>19</volume>
<page-range>149-65</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Beals]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Tabors]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Arboretum, bureaucratic and carbohydrates: Preschoolers' exposure to rare vocabulary at home]]></source>
<year>1995</year>
<volume>15</volume>
<page-range>57-76.</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bryman]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Integrating quantitative and qualitative research: How is it done?]]></article-title>
<source><![CDATA[Qualitative Research]]></source>
<year>2006</year>
<volume>6</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>97-113</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cameron]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mixed methods research: The five Ps framework]]></article-title>
<source><![CDATA[The Electronic Journal of Business Research Methods]]></source>
<year>2011</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>96-108</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cook]]></surname>
<given-names><![CDATA[S. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Mitchell]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Goldin-Meadow]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Gesturing makes learning last]]></article-title>
<source><![CDATA[Cognition]]></source>
<year>2008</year>
<volume>106</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1047-58</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Creswell]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Controversies in mixed methods research]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Denzin]]></surname>
<given-names><![CDATA[N. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Lincoln]]></surname>
<given-names><![CDATA[Y. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Sage Handbook of Qualitative Research]]></source>
<year>2011</year>
<edition>4.a</edition>
<page-range>269-83</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Crowder]]></surname>
<given-names><![CDATA[E. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Newman]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Telling what they know: The role of gesture and language in children&#8217;s science explanations]]></article-title>
<source><![CDATA[Pragmatics &amp; Cognition]]></source>
<year>1993</year>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>341-76</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Edwards]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Gestures and conceptual integration in mathematical talk]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2009</year>
<volume>70</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>127-41</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Furuyama]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Gestural interaction between the instructor and the learner in origami instruction]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[McNeill]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Language and Gesture]]></source>
<year>2000</year>
<page-range>99-117</page-range><publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gaythwaite]]></surname>
<given-names><![CDATA[E. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Didn't you see what I meant?]]></article-title>
<source><![CDATA[Curriculum and Teaching Dialogue]]></source>
<year>2005</year>
<volume>7</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>97-108</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Geertz]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Interpretation of Cultures: Selected Essays.]]></source>
<year>1973</year>
<publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Basic Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gibaja]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Acerca del debate metodológico en la investigación educacional. La educación]]></article-title>
<source><![CDATA[Revista Interamericana de Desarrollo Educativo (OEA)]]></source>
<year>1988</year>
<volume>103</volume>
<page-range>81-94</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Glaser]]></surname>
<given-names><![CDATA[B. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Strauss]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Discovery of Grounded Theory]]></source>
<year>1967</year>
<publisher-loc><![CDATA[Chicago ]]></publisher-loc>
<publisher-name><![CDATA[Aldine Publishing Company]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="">
<collab>Gobierno de la Provincia de Córdoba</collab>
<source><![CDATA[Provincia. Ubicación]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goldin-Meadow]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Hearing Gesture: How our Hands Help us Think]]></source>
<year>2003</year>
<publisher-loc><![CDATA[Cambridge, MA ]]></publisher-loc>
<publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goldin-Meadow]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Talking and thinking with our hands]]></article-title>
<source><![CDATA[Psychological Science]]></source>
<year>2006</year>
<volume>15</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>34-9</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goldin-Meadow]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How gesture works to change our minds]]></article-title>
<source><![CDATA[Trends in Neuroscience and Education]]></source>
<year>2014</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>4-6</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goldin-Meadow]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Singer]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From children&#8217;s hands to adults&#8217; ears: Gesture&#8217;s role in teaching and learning]]></article-title>
<source><![CDATA[Developmental Psychology]]></source>
<year>2003</year>
<volume>39</volume>
<page-range>509-20</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goldin-Meadow]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Singer]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What the teacher&#8217;s hands tell the student&#8217;s mind about math.]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>1999</year>
<volume>91</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>720-30</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goodwin]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Action and embodiment within situated human interaction]]></article-title>
<source><![CDATA[Journal of Pragmatics]]></source>
<year>2000</year>
<volume>32</volume>
<page-range>1489-522</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goodwin]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Participation, stance and affect in the organization of activities]]></article-title>
<source><![CDATA[Discourse &amp; Society]]></source>
<year>2007</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>53-73</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goodwin]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Heritage]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conversation analysis]]></article-title>
<source><![CDATA[Annual Review of Anthropology]]></source>
<year>1990</year>
<volume>19</volume>
<page-range>238-307</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gumperz]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Language and Social Identity]]></source>
<year>1982</year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kelly]]></surname>
<given-names><![CDATA[S. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Özyürek]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Maris]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Two sides of the same coin: Speech and gesture mutually interact to enhance comprehension]]></article-title>
<source><![CDATA[Psychological Science]]></source>
<year>2010</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>260-7</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kendon]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Gesticulation and speech: Two aspects for the process of the utterance]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Key]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Relation Between Verbal and Non-Verbal Communication]]></source>
<year>1980</year>
<page-range>207-27</page-range><publisher-loc><![CDATA[The Hague ]]></publisher-loc>
<publisher-name><![CDATA[Mouton and Co.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kendon]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Language and gesture: Unity or duality?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[McNeill]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Language and Gesture]]></source>
<year>2000</year>
<page-range>47-63</page-range><publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Krauss]]></surname>
<given-names><![CDATA[R. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Gottesman]]></surname>
<given-names><![CDATA[R. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Lexical gestures and lexical access: A process model]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[McNeill]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Language and Gesture]]></source>
<year>2000</year>
<page-range>261-83</page-range><publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lemke]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Multimedia literacy demands of the scientific curriculum]]></article-title>
<source><![CDATA[Linguistics and Education]]></source>
<year>1998</year>
<volume>10</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>247-71</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lemke]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Typological and topological meaning in diagnostic discourse]]></article-title>
<source><![CDATA[Discourse Processes]]></source>
<year>1999</year>
<volume>27</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>173-85</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Levinson]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From outer to inner space: Linguistic categories and non linguistic thinking]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Nuyts]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Pederson]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Language and Conceptualization]]></source>
<year>1997</year>
<page-range>13-45</page-range><publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Macbeth]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The relevance of repair for classroom correction]]></article-title>
<source><![CDATA[Language in Society]]></source>
<year>2004</year>
<volume>33</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>703-36</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McNeill]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[So you think gestures are nonverbal?]]></article-title>
<source><![CDATA[Psychological Review]]></source>
<year>1985</year>
<volume>92</volume>
<page-range>350-71</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McNeill]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Hand and Mind: What Gestures Reveal about Thought]]></source>
<year>1992</year>
<publisher-loc><![CDATA[Chicago ]]></publisher-loc>
<publisher-name><![CDATA[University of Chicago Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McNeill]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Gesture and Thought]]></source>
<year>2005</year>
<publisher-loc><![CDATA[Chicago ]]></publisher-loc>
<publisher-name><![CDATA[University of Chicago Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McNeill]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Why we Gesture. The Surprising Role of Hand Movements in Communication]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mehrabian]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Orientation behaviors and nonverbal attitude communication]]></article-title>
<source><![CDATA[Journal of Communication]]></source>
<year>1967</year>
<volume>17</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>324-32</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Menti]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Alam]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Los gestos y la enseñanza de palabras poco familiares: ¿cuándo emplean las maestras información gestual?]]></article-title>
<source><![CDATA[Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature]]></source>
<year>2014</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>17-32</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Migdalek]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Rosemberg]]></surname>
<given-names><![CDATA[C. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El uso de los gestos en el discurso docente durante la planificación del juego en el jardín de infantes]]></article-title>
<source><![CDATA[Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature]]></source>
<year>2012</year>
<volume>5</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>25-43</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mondada]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Por una lingüística interaccional]]></article-title>
<source><![CDATA[Discurso y Sociedad]]></source>
<year>2001</year>
<volume>3</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>61-89</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nelson]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Language in Cognitive Development. The Emergence of the Mediated Mind]]></source>
<year>1996</year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nelson]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Young Minds in Social Worlds. Experience, Meaning and Memory]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Newman]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Crowder]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Teacher support for sense-making in classroom conversation]]></source>
<year>1991</year>
<conf-name><![CDATA[ Annual Meeting of the American Educational Research Association]]></conf-name>
<conf-loc>Chicago, Illinois </conf-loc>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Orellana]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Lee]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Montano]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Language as a tool in diverse forms of learning]]></article-title>
<source><![CDATA[Linguistics and Education]]></source>
<year>2012</year>
<volume>23</volume>
<page-range>373-87</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roth]]></surname>
<given-names><![CDATA[W. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From gesture to scientific language]]></article-title>
<source><![CDATA[Journal of Pragmatics]]></source>
<year>2000</year>
<volume>32</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>1683-714</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roth]]></surname>
<given-names><![CDATA[W. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Gestures: Their role in teaching and learning]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>2001</year>
<volume>71</volume>
<page-range>365-92</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roth]]></surname>
<given-names><![CDATA[W. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reading graphs: Contributions to an integrative concept of literacy]]></article-title>
<source><![CDATA[Journal of Curriculum Studies]]></source>
<year>2002</year>
<volume>34</volume>
<page-range>1-24</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roth]]></surname>
<given-names><![CDATA[W. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Lawless]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Scientific investigations, metaphorical gestures and the emergence of abstract scientific concepts]]></article-title>
<source><![CDATA[Learning and Instruction]]></source>
<year>2002</year>
<volume>12</volume>
<page-range>285-304</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roth]]></surname>
<given-names><![CDATA[W. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Welzel]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From activity to gestures and scientific language]]></article-title>
<source><![CDATA[Journal of Research in Science Teaching]]></source>
<year>2001</year>
<volume>38</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>103-36</page-range></nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sampieri]]></surname>
<given-names><![CDATA[R.H.]]></given-names>
</name>
<name>
<surname><![CDATA[Collado]]></surname>
<given-names><![CDATA[C.F.]]></given-names>
</name>
<name>
<surname><![CDATA[Lucio]]></surname>
<given-names><![CDATA[P.B.]]></given-names>
</name>
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[M.L.C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metodología de la investigación]]></source>
<year>1998</year>
<publisher-loc><![CDATA[México DF, México ]]></publisher-loc>
<publisher-name><![CDATA[McGraw Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schegloff]]></surname>
<given-names><![CDATA[E. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Jefferson]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Sacks]]></surname>
<given-names><![CDATA[H. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The preference for self-correction in the organization of repair in conversation]]></article-title>
<source><![CDATA[Language]]></source>
<year>1977</year>
<volume>53</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>361-82</page-range></nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Singer]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Goldin-Meadow]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Children learn when their teacher&#8217;s gestures and speech differ]]></article-title>
<source><![CDATA[Psychological Science]]></source>
<year>2005</year>
<volume>16</volume>
<page-range>85-9</page-range></nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Strauss]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Corbin]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Basics of Qualitative Research Techniques and Procedures for Developing Grounded Theory]]></source>
<year>1990</year>
<publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Sage Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tomasello]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Introduction: A cognitive-functional perspective on language structure]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Tomasello]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[The New Psychology of Language: Cognitive and Functional Approaches to Language Structure]]></source>
<year>1998</year>
<page-range>vii-xxiii</page-range><publisher-loc><![CDATA[Mahwah, NJ ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tomasello]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Constructing a Language: A Usage-Based Theory of Language Acquisition]]></source>
<year>2003</year>
<publisher-loc><![CDATA[Massachusetts ]]></publisher-loc>
<publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Valles]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Técnicas cualitativas de investigación social]]></source>
<year>2003</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Síntesis]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Weizman]]></surname>
<given-names><![CDATA[Z. O.]]></given-names>
</name>
<name>
<surname><![CDATA[Snow]]></surname>
<given-names><![CDATA[C. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Lexical input as related to children&#8217;s vocabulary acquisition: Effects of sophisticated exposure and support for meaning]]></article-title>
<source><![CDATA[Developmental Psychology]]></source>
<year>2001</year>
<volume>37</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>265-79</page-range></nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wells]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Modes of meaning in a science activity]]></article-title>
<source><![CDATA[Linguistics and Education]]></source>
<year>1998</year>
<volume>10</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>307-34</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
