Full Description
This fully revised edition provides a comprehensive discussion of how insights and concepts from new materialism and posthumanism might be used in investigating second language learning and teaching in classrooms. Alongside the sociocultural and poststructural perspectives discussed in the first edition, this new book presents insights from new materialism on identity, second language learning and pedagogical practices. This application of new theory deepens our understanding of how minority language background children learn English in the context of their classrooms. The author comprehensively explains the new materiality perspectives and suggests how research from this perspective might provide new insights on second language learning and teaching in classrooms. The book is unique in analysing empirical classroom data from a sociocultural, but also a new materiality perspective, and has the potential to change our understandings of research and pedagogical practices.
Contents
Acknowledgements
Introduction
1. Framing Story: Theory, Setting and Methodology
2. New Materialism and Language Learning
3. Kindergarten Stories
4. Constructing School Identities: Kindergarten
5. 'Break Them Up, Take Them Away': Practices in the Grade 1 Classroom
6. Discursive Practices in Grade 2: Language Arts Lessons
7. Appropriating Voices and Telling Stories
References
Index
