Deterritorializing Language, Teaching, Learning, and Research

Deleuzo-Guattarian Perspectives on Second Language Education
Erscheinungsjahr 2019
ISBN: 978-90-04-42091-5
Verlag: Brill

Buch, Englisch, Band 9, 238 Seiten, Format (B × H): 152 mm x 231 mm, Gewicht: 363 g

Reihe: Critical New Literacies: The Praxis of English Language Teaching and Learning

It is now recognized that language teachers and learners are both users and creators of knowledge in socially, culturally, politically, materially complex, and unpredictable environments. With this in mind, an increasing number of researchers in Second Language Education have progressively broken away from traditional ways of studying educational practices to find novel, and more complex ways to conceptualize and study language teachers’ and learners’ teaching and learning practices and knowledge development.

This book is in line with these trends, and should be considered as the actualization of experimentations with novel ways to apprehend the interrelationships between language and education by drawing on the conceptual repertoire of French philosopher Gilles Deleuze and his collaborator Félix Guattari. To guide us through this reflexive journey ten scholars, specialized in the field of Second Language Education, call on their experiences as language educators and researchers to explore the intersections between language, teaching, learning, and research, focusing on the experiences of diverse populations (e.g. students, immigrants, teachers, etc.) in multiple settings (e.g. Canada, Japan, United Kingdom, universities, and family literacy intervention programs).

Through this book, new insights and lines of thought are generated on how research and educative practices can be transformed to reimagine second language teaching, learning, and research to think differently about the experiences of language teachers, learners, and researchers, and disrupt the processes that may prevent us from innovating and seizing future opportunities.

Contributors are: Francis Bangou, Maria Bastien-Valenca, Joff P. N. Bradley, Martina Emke, Douglas Fleming, Roumiana Ilieva, Brian Morgan, Enrica Piccardo, Aisha Ravindran, Gene Vasilopoulos and Monica Waterhouse.

Autoren/Hrsg.

Weitere Mitwirkende

Bangou, Francis

Waterhouse, Monica

Fleming, Douglas

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Foreword

Brian Morgan

List of Illustrations

Notes on Contributors

Introduction: Towards Extraordinary Research in Second Language Education

Monica Waterhouse and Francis Bangou

PART 1: Deterritorializing the Language Curriculum

1 Rhizocurriculum in ESL: Instances of a Nomad-Education

Monica Waterhouse

PART 2: Deterritorializing Language Learners’ Identity

2 Rethinking the Genders and Becoming in Second Language Education

Douglas Fleming

3 Rethinking Plurality in Our Liquid Societies

Enrica Piccardo

4 Deleuze and Globlish: Imperial Tongues, Faceless Coins, War Machines

Joff P. N. Bradley

5 Affective Affordances, Desires, and Assemblages: A Study of International Students in a TESOL Program in Canada

Aisha Ravindran and Roumiana Ilieva

PART 3: Deterritorializing Literacies

6 Affect and the Second Language Writer’s Assemblage: Virtual Connections between Digitally-Mediated Source-Based Writing and Plagiarism

Gene Vasilopoulos

7 Experimenting with Multiple Literacies in Family Literacy Intervention Programs: From Rhizocurriculum, Rhizo-Teaching to Language Education

Maria Bastien

PART 4: Deterritorializing Language Teacher Education

8 How Might Teacher Education in CALL Exist? Becomings and Experimentations

Francis Bangou

9 Always In-between: Of Rhizomes and Assemblages in Language Teacher Education Research

Martina Emke

Intermezzo: Proliferating Becomings with/in Second Language Education

Francis Bangou, Monica Waterhouse and Douglas Fleming

Index

Über Autor(innen)

Francis Bangou, Ph.D. (2003), The Ohio State University, is Associate Professor of Second Language Education at University of Ottawa. His research focuses on second language teachers’ and learners’ adaptation to unfamiliar teaching and learning environments including technology-enhanced language classrooms.

Monica Waterhouse, Ph.D. (2011), University of Ottawa, is Associate Professor of language education at Université Laval. Her publications in national and international journals focus on the socio-political dimensions of language and literacies teaching and learning in Canadian newcomer language classrooms.

Douglas Fleming, Ph.D. (2007), University of British Columbia, is Associate Professor of Second Language Education at University of Ottawa. His research focus is on the intersections of critical notions of citizenship, equity, multilingual communities and post-structural qualitative methodologies.