Distinguishing itself from existing research on materials design, development, and evaluation, this edited volume 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.
1. The Role of Materials in the Secondary Spanish Immersion Classroom
Ecology.-
2. Textbook-Mediated Teaching: A Case Study of Four Language
Teachers in Higher Education in China.-
3. Mediating Materials:
Contextualizing Language Learning in an ESL Classroom.-
4. How Teaching
Strategies Are Mediated by Contextualized Images in Teaching Materials.-
5.
Pretexts: Igniter Materials of Dramatic Elsewhere in EFL Classrooms.-
6.
Beyond Grammar-Translation: Material Mediation as a Pivotal Feature of
Effective Translation Pedagogy.-
7. Mediated Development: A Nexus of Dialogic
and Material Mediation in the Second Language Classroom.-
8. Spanish Language
Learners as Meaning-Making Agents: Translanguaging and Material Mediation in
Task-Based Language Teaching.-
9. The Impact of Curricular Materials on
Learner Agency: An Ecological Perspective on Role-Immersion Pedagogy.-
10.
Material Mediation in L2 Writing Activities in a College Russian as a Foreign
Language Classroom in Japan.-
11. Technology and Translanguaging: Examining
the Roles of iPads in Collaborative Translation Activities with Young
Emergent Bilinguals.-
12. Materials in an English Language Arts Newcomer
Class for High School Seniors in the US.-
13. The Manifestations and
Constraints of Equity Materials on Undergraduate L2 Students Writing
Development.-
14. Assessment Materials (that) Mediate Second Language
Development in Testing Contexts.-
15. L2 Voices and Materials as Tools in
Pronunciation Pedagogy.
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 WisconsinGreen 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. Sams 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.
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