Asset Details
Do you wish to reserve the book?
Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions
Do you wish to request the book?
Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions
2019
Overview
This qualitative study examines moments in the multilingual classroom when materials become prominent in whole-class interactions. Despite the critical impact that materials can have on classroom discourse and learning/teaching, research on actual usage of materials in second language (L2) classroom interactions has been scarce compared with the effort devoted to the development and assessment of L2 materials (Guerrettaz & Johnston, 2013). This study examines students' and instructors' use of materials in a multilingual writing classroom, focusing on the roles of textbooks, teacher-prepared worksheets, and a projection screen. The study illustrates the relationship between materials and miscommunication—specifically, how materials can contribute both to resolving miscommunication among students and their instructor and to creating miscommunication when students employ materials differently than intended by the instructor. This study employs the concepts of adaptation, improvisation, and attractor states from complexity theory (e.g., Larsen-Freeman, 2017) to analyze L2 classroom interactions. A sequential, multimodal analysis demonstrates that students and their instructor seem to be aware of materials as interactional resources and actively coordinate them with speech and nonverbal, embodied resources for meaning making. The findings improve our understanding of how L2 teachers and students can attend to materials and adapt such interactional resources for their own purposes.
Publisher
Wiley Subscription Services, Inc,Wiley-Blackwell,Blackwell Publishing Ltd
Subject
