Coda: Materials-in-Interaction as Assemblages, Grammars of Action, and Phenomenological Activity

Autor/in	Guerrettaz, Anne Marie
Titel	Coda: Materials-in-Interaction as Assemblages, Grammars of Action, and Phenomenological Activity
Quelle	In: Classroom Discourse, 12 (2021) 1-2, S. 168-190Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2021.1883255
Schlagwörter	Forschungsbericht; Grammar; Phenomenology; Classroom Communication; Instructional Materials; Educational Theories; Second Language Learning; Second Language Instruction; Teaching Methods; American Indian Languages; Spanish; Code Switching (Language); Bilingual Education; English (Second Language); Learning Activities + Suchen Sie Ihr Suchwort? Grammatik; Phenomenological psychology; Phänomenologie; Psychologie; Klassengespräch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Educational theory; Theory of education; Bildungstheorie; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lernaktivität
Abstract	This coda begins by briefly discussing the constructs at the heart of this special issue -- materials use, classroom discourse, materiality, and materials -- highlighting how the compilation contributes to the expanding definition of language learning and teaching materials. I then discuss two interrelated guiding questions of this compilation -- how materials and discourse influence one another -- and posit that an important first step for the field is conceptualising the nature of materials-in-interaction (i.e., the materials-discourse interface). The majority of the article then goes on to explore three ways of (re)conceptualising and studying materials use with a focus on the materials-interaction interface, examples of which are identifiable across the empirical articles of the issue. These include reconceptualizations of 'materials use' as: 1) assemblages, 2), 'grammars of action' and 3) 'phenomenological activity'. The first two are somewhat novel concepts in language education research. The third, 'activity', is a 'common sense' construct in the field which has surprising not been well defined from an empirical, 'phenomenological', and 'theoretically neutral' perspective. The article concludes with a brief discussion about aspects of 'materials use' that are evident in all three conceptualisations of materials-in-interaction. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01