In this paper, we combine dialogic and embodied theories of learning to create a unified analytic lens. Embodied cognition is a theoretical approach operating under the premise that thinking and communication are multimodal activities. Under this premise, dialogue between learners needs to be conceptualized using a multimodal lens. We identify multimodal voices as speech and movement bundles situated within a learning context and describe a phenomenon that we call Multimodal Dialogue – multimodal interaction between different multimodal voices. To demonstrate this phenomenon, we analyze a learning sequence by two third-grade students who participated in a mathematics lesson aimed to foster embodied learning of proportion. Our analysis zooms in on the phenomenon of a multimodal voice as a speech-and-movement bundle situated within a learning context. We further show how multimodal dialogic gaps – differences between multimodal voices within and between modalities – drive communication and eventual changes in voices.

在本文中，我们将对话和具体的学习理论相结合，以创建统一的分析视角。体现型认知是一种在思维和交流是多模式活动的前提下运作的理论方法。在此前提下，学习者之间的对话需要使用多模式的视角来概念化。我们将多模态语音识别为位于学习环境中的语音和运动束，并描述了一种称为多模态对话的现象–不同的多模式声音之间的多模式交互。为了证明这一现象，我们分析了两名参加数学课程的三年级学生的学习顺序，这些数学课程旨在促进比例式的具体学习。我们的分析将多模态语音作为位于学习环境中的言语和运动捆绑的现象进行了放大。我们进一步展示了多模态对话间隙（模态之间以及模态之间的多模态声音之间的差异）如何推动交流和声音的最终变化。