Bubbles of Becomings: From Located Investment to Placemaking Practices of Engagement in the Language Classroom

Autor/inn/en	Laursen, Helle Pia; Baun, Lise; Østergaard, Winnie
Titel	Bubbles of Becomings: From Located Investment to Placemaking Practices of Engagement in the Language Classroom
Quelle	In: Language and Education, 34 (2020) 6, S.566-582 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laursen, Helle Pia) ORCID (Baun, Lise) ORCID (Østergaard, Winnie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1775247
Schlagwörter	Semiotics; Classroom Techniques; Electronic Publishing; Writing (Composition); Literacy; Multilingualism; Writing Instruction; Literacy Education; Longitudinal Studies; Indo European Languages; Second Language Learning; Second Language Instruction; Elementary School Students; Grade 5; Units of Study; Foreign Countries; Learner Engagement; Behavior Change; Laptop Computers; Attitude Change; Student Attitudes; Denmark + Suchen Sie Ihr Suchwort? Semiotik; Klassenführung; Elektronisches Publizieren; Schreibübung; Alphabetisierung; Schreib- und Lesefähigkeit; Mehrsprachigkeit; Multilingualismus; Schreibunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Indoeuropäisch; Zweitsprachenerwerb; Fremdsprachenunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Lerneinheit; Ausland; Laptop computer; Laptop; Computer; Digitalrechner; Attitudinal change; Einstellungsänderung; Schülerverhalten; Dänemark
Abstract	Based on data from a ten-year study of literacy and linguistic diversity in the classroom, in this article we examine the intersection of investment and placemaking through an analysis of a student's emergent engagement practices in a teaching unit about writing blogs. Drawing on recent work on spatiality in literacy studies, we trace the evolving movements in the student's changing relationship with the classroom as a literacy learning place. Our analysis shows how the shifting relationships between the human beings, the classroom objects and the various semiotic resources create a learning place that allows the student to explore the possibilities for entangling herself in the text-making process through embodied and affective engagements in the text classroom practices. Based on this analysis, we suggest a parallel shift of emphasis from a focus of located investment toward a focus on placemaking practices of engagement in order to capture the unpredictable and affectively loaded bubbles of becomings that are part of all classroom practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01