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- Author: Kelleen Toohey
- Publisher: Multilingual Matters Limited
- ISBN-10: 1788920074
- ISBN-13: 9781788920070
- Format: 15.2 x 23.4 x 1.3 cm, softcover
- Language: English
- SAVE -10% with code: EXTRA
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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.
EXTRA 10 % discount with code: EXTRA
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The discount code is valid when purchasing from 10 €. Discounts do not stack.
- Author: Kelleen Toohey
- Publisher: Multilingual Matters Limited
- ISBN-10: 1788920074
- ISBN-13: 9781788920070
- Format: 15.2 x 23.4 x 1.3 cm, softcover
- Language: English 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.
Reviews