Teddy+Bear



Hello, I’m Nuria from group n 2-2-2 and I’m going to share with you the most outstanding features that we’ve found applying the Interaction Discourse Analysis template. The text is an instructional rhyme which has been transformed into an Action Game

As every group, we have selected one specific moment in the Teddy Bear Action Game Activity, in our case it is the moment when the teacher started the explanation of the activity with the pupils.

The first movewhen the teacher starts with an affect display linked to an arm and hand movement which might be associated to a rising intonation (paralanguage), at the same time the bell rings. It is the sign to start, in other words this move has a clear regulatory function (attract the attention). Almost simultaneously children react accepting eye contact and using affect displayers to inform the teacher of their interest.

Next move when the action starts and we can hear a walking sound. The non-verbal language of this move is illustrator and cue.

The chorus of the song is “**Teddy Bear, Teddy Bear”** that is repeated continuously. Teddy: in this moment the pitch is ascendant with r ising intonation and Bear: high pitch with falling intonation.

About the next move, “**Touch the ground**”, the non-verbal language are illustrators and cues. Teacher touch the ground for her pupils can observe. The paralanguage that teacher uses is the next: “Touch”: high pitch with rising intonation and “the ground”: high pitch with falling intonation.

Chorus: “**Teddy Bear, Teddy Bear”**

Now the sing continues with “**Turn around”** and the follow non-verbal language that teacher uses is illustrator and cue too. While students observe, teacher is turning around herself. The paralanguage in this case is: “Turn”: high pitch with falling intonation and “around”: high pitch with rising intonation.

Chorus: “**Teddy Bear, Teddy Bear”**

After that comes “**Walk down the street**” and the non-verbal language is illustrator and cue again.  When teacher walk down the street she stresses the steps and move arms according the walking. The paralanguage used: “Walk”: medium pitch with rising intonation and “down” the Street: medium pitch with falling intonation.

Chorus: “**Teddy Bear, Teddy Bear”**

<span style="font-family: Calibri,sans-serif;">Finally “**Stamp your feet”** and as non-verbal language teacher continues with illustrators and cues. Teacher <span style="background-color: white; font-family: Calibri,sans-serif;">stops and she stamps their feet with the floor crossing arms and angry face. <span style="font-family: Calibri,sans-serif;">The paralanguage that teacher uses is the next: “Stamp”: high pitch with rising intonation and “your feet”: high pitch with falling intonation.

<span style="font-family: Calibri,sans-serif;">Chorus: “**Teddy Bear, Teddy Bear”**

<span style="font-family: Calibri,sans-serif;">As a FINAL CONCLUSION we consider that this interaction is basically a regulatory text full of instructions, under a game format, which will be easily accepted by children as it actually provides grounds for participation. The illustrators, cues, emblems are clear. <span style="background-color: white; font-family: Calibri,sans-serif;">Also Teddy Bear´s song has a rhythm that is repeated all the time to indicate the stress of the words and provides children the opportunity to remember.