Learning English at School

Identity, Socio-material Relations and Classroom Practice

Nonfiction, Reference & Language, Education & Teaching, Elementary, Language Arts, Study & Teaching
Cover of the book Learning English at School by Dr. Kelleen Toohey, Channel View Publications
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Author: Dr. Kelleen Toohey ISBN: 9781788920100
Publisher: Channel View Publications Publication: May 25, 2018
Imprint: Multilingual Matters Language: English
Author: Dr. Kelleen Toohey
ISBN: 9781788920100
Publisher: Channel View Publications
Publication: May 25, 2018
Imprint: Multilingual Matters
Language: English

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.

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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.

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