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Learners' idiosyncratic links as affordances for meaning making in the semiotic process

Abstract Idiosyncratic comments or questions in classrooms are often considered errors or indicate that the learner was off-task. Yet, these types of utterances can be considered meaningful when viewed through a semiotic lens, indicating the personal interpretation of the learner. In this qualitative study, I identify students' questions and comments of this type in elementary classrooms. Then, drawing on a semiotic process and the Mind as Rhizome metaphor, which both honor the unique nature of the meanings that individuals will make, I demonstrate how semiotic elements could be potentially useful in a meaning-making process.