ABSTRACT
This chapter brings together the teacher’s multimodal ensemble of resources and investigates the meanings made in the orchestration. The teacher’s combinational use of language, gestures, movement, and positioning in the classroom space is an expression of her pedagogy. This chapter picks up from the discussion of the case study of the two teachers, Lee and Mei, introduced in the earlier chapters. The discussion in this chapter centres on the teachers’ use of language, gestures, positioning, and movement, as well as the semiotic technologies, to express their unique pedagogies, despite teaching similar lesson content. From the analysis and interpretation of the teachers’ multimodal selections in these case studies, an emergent meaning of ‘structured informality’ as an expression of the teachers’ pedagogy is described. Structured informality offers a way for teachers to consider how they can orchestrate the multimodal semiotic resources aptly and fluently in the classroom to design various learning experiences for their students.
