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New Perspectives on Material Mediation in Language Learner Pedagogy

  • Book
  • © 2022

Overview

Editors:
  1. Darren K. LaScotte

    1. Minnesota English Language Program, College of Continuing and Professional Studies, University of Minnesota, Minneapolis, USA

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  2. Corinne S. Mathieu

    1. Professional Program in Education, College of Health, Education and Social Welfare, University of Wisconsin–Green Bay, Green Bay, USA

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  3. Samuel S. David

    1. Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota, Minneapolis, USA

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  • Includes novel and diverse perspectives on the role that materials play in language pedagogy
  • Foregrounds different theoretical approaches to studying materials mediation in the classroom
  • Demonstrates how pedagogical materials mediate classroom teaching and learning

Part of the book series: Educational Linguistics (EDUL, volume 56)

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xii
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  2. The Role of Materials in the Secondary Spanish Immersion Classroom Ecology

    • Corinne S. Mathieu
    Pages 1-16

  3. Textbook-Mediated Teaching: A Case Study of Four Language Teachers in Higher Education in China

    • Zhan Li, Yueting Xu
    Pages 17-35

  4. Mediating Materials: Contextualizing Language Learning in an ESL Classroom

    • Nupur Samuel
    Pages 37-53

  5. How Teaching Strategies Are Mediated by Contextualized Images in Teaching Materials

    • Mary E. Eddy U
    Pages 55-71

  6. Pretexts: Igniter Materials of Dramatic Elsewhere in EFL Classrooms

    • Özgehan Uştuk
    Pages 73-88

  7. Beyond Grammar-Translation: Material Mediation as a Pivotal Feature of Effective Translation Pedagogy

    • Samuel S. David, Mikel W. Cole, Corinne S. Mathieu
    Pages 89-109

  8. Mediated Development: A Nexus of Dialogic and Material Mediation in the Second Language Classroom

    • Paolo Infante, Matthew E. Poehner
    Pages 111-130

  9. Spanish Language Learners as Meaning-Making Agents: Translanguaging and Material Mediation in Task-Based Language Teaching

    • Alfredo Urzúa, Claudia Woodard, Gisselle Velarde
    Pages 131-151

  10. The Impact of Curricular Materials on Learner Agency: An Ecological Perspective on Role-Immersion Pedagogy

    • Sara Finney
    Pages 153-169

  11. Material Mediation in L2 Writing Activities in a College Russian as a Foreign Language Classroom in Japan

    • Sachiko Yokoi Horii
    Pages 171-187

  12. Technology and Translanguaging: Examining the Roles of iPads in Collaborative Translation Activities with Young Emergent Bilinguals

    • Leah J. Shepard-Carey, Corinne S. Mathieu
    Pages 189-204

  13. Materials in an English Language Arts Newcomer Class for High School Seniors in the US

    • Elena Andrei, Rebekah Harper
    Pages 205-227

  14. The Manifestations and Constraints of Equity Materials on Undergraduate L2 Students’ Writing Development

    • Emma R. Britton, Theresa Y. Austin
    Pages 229-246

  15. Assessment Materials (That) Mediate Second Language Development in Testing Contexts

    • Susana Madinabeitia-Manso
    Pages 247-265

  16. L2 Voices and Materials as Tools in Pronunciation Pedagogy

    • Darren K. LaScotte
    Pages 267-286
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Keywords

About this book

This volume distinguishes itself from existing research on materials design, development, and evaluation, and focuses on material mediation in actual processes of teaching and learning, a subject that has been under-researched in the field of applied linguistics and second language education. This edited volume includes diverse perspectives on the roles that materials play in language learner pedagogy. Moving beyond the field of English language teaching, readers will find novel contributions offering a diversity of language teaching contexts, learner populations, and topics in the theory and/or practice of second and foreign language teaching. Chapters explore the ways in which affordances and constraints of classroom materials impact teachers and learners, while at the same time they bring their own (evolving) resources, identities, beliefs, and expertise to modify and adapt the materials to better suit their local language teaching and learning environments. As such, this text is ideal for use as supplemental reading in a wide variety of applied linguistics, second/foreign language education, TESOL, and instructional course design courses.

Editors and Affiliations

  • Minnesota English Language Program, College of Continuing and Professional Studies, University of Minnesota, Minneapolis, USA

    Darren K. LaScotte

  • Professional Program in Education, College of Health, Education and Social Welfare, University of Wisconsin–Green Bay, Green Bay, USA

    Corinne S. Mathieu

  • Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota, Minneapolis, USA

    Samuel S. David

About the editors

Darren K. LaScotte is Teaching Specialist in the Minnesota English Language Program at the University of Minnesota (U.S.A.), where he teaches English as a second language to international students. He is co-author of Intercultural Skills in Action (2021, University of Michigan Press) and Voice and Mirroring In L2 Pronunciation Instruction (2022, Equinox),. Other recent publications appear in The Modern Language Journal, RELC Journal, and Language Awareness.

Corinne S. Mathieu, Ph.D., is Assistant Professor in the Professional Program in Education at the University of Wisconsin–Green Bay (U.S.A.). Her research and teaching focus on preparing bilingual and dual language/immersion teachers to integrate content and language in their instruction. She studies the role of materials in these content-based language education contexts as well as teacher knowledge and identity. Recent publications appear in Classroom Discourse, Language Teaching, and Folio.

Samuel S. David, Ph.D.,is Assistant Professor of Second Language Education at the University of Minnesota (U.S.A.), where he teaches future teachers about the intersection of language, literacy and culture in the classroom. Sam’s research focuses primarily on literacy development of emergent bilingual students and teacher learning about translanguaging and culturally responsive pedagogy, and his recent publications have appeared in Cognition and Instruction, Bilingual Research Journal, and TESOL Journal. Prior to academia, Sam worked as a Spanish-English bilingual special education teacher in elementary and middle grades in Brooklyn, NY.

Bibliographic Information

  • Book Title: New Perspectives on Material Mediation in Language Learner Pedagogy

  • Editors: Darren K. LaScotte, Corinne S. Mathieu, Samuel S. David

  • Series Title: Educational Linguistics

  • DOI: https://doi.org/10.1007/978-3-030-98116-7

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022

  • Hardcover ISBN: 978-3-030-98115-0Published: 02 June 2022

  • Softcover ISBN: 978-3-030-98118-1Published: 03 June 2023

  • eBook ISBN: 978-3-030-98116-7Published: 31 May 2022

  • Series ISSN: 1572-0292

  • Series E-ISSN: 2215-1656

  • Edition Number: 1

  • Number of Pages: XII, 286

  • Number of Illustrations: 1 b/w illustrations

  • Topics: Education, general, Language Education, Applied Linguistics

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