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Transforming Language and Literacy Education

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adult learning
affect theory
Affective Flows
Affective Intensities
Agential Cuts
Animation Making
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Classroom Assemblage
Coaching Conferences
Coaching Conversations
Critical Place Inquiry
Cruel Optimism
DeleuzoGuattarian Notions
digital literacies
Early Childhood Education
Early Childhood Literacy
eco-literacies
educational ethnography
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feminist pedagogy
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FSL
Highland School
Incorporeal Transformations
Instructional Coaching
language and identity
Language and literacy
language learning
Literacy Desirings
literacy pedagogies
Maker Education
materialist literacy education frameworks
Materialist Perspective
multimodal literacy practices
new materialism
new materialities
pedagogy
performativity
play
post-colonial
posthumanism
Posthumanist Theory
qualitative classroom research
relative materialism
Socio-material Assemblage
Stop Motion
Stop Motion Video
translanguaging
translanguaging methods
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Product details

  • ISBN 9781138589353
  • Weight: 421g
  • Dimensions: 152 x 229mm
  • Publication Date: 15 Jun 2020
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

The field of languages and literacies education is undergoing rapid transformation. Scholarship that draws upon feminist, post-colonial, new material and posthuman ontologies is transcending disciplinary boundaries and disrupting traditional binaries between human and nonhuman, the natural and the cultural, the material and the discursive.

In Transforming Language and Literacy Education, editors Kelleen Toohey, Suzanne Smythe, Diane Dagenais and Magali Forte bring together accessible, conceptually rich stories from internationally diverse authors to guide new practices, new conversations and new thinking among scholars and educators at the forefront of languages and literacies learning. The book addresses these concepts for diverse groups of learners including young children, youth and adults in formal educational and community-based settings. Challenging and disruptive, this is a unique and important contribution to language and literacy education.
About
Kelleen Toohey, Professor Emerita, Simon Fraser University, Vancouver, BC has been teaching and writing about the education of children whose languages have been minoritized in Canada, especially English language learners. Her book, Learning English at school: Identity, socio-material relations and classroom practice (2nd edition) is in press with Multilingual Matters. Her recent work has explored the affordances of digital making for language and literacy learning. Suzanne Smythe, Associate Professor, Faculty of Education, Simon Fraser University is an adult literacy researcher and educator who works closely with community-based agencies and educators to understand the implications of new technologies for literacies and learning. She is particularly interested in the potential of technologies to inscribe old and new modes of control and exploitation. She is currently exploring the potential of participatory technology design to intervene in such assemblages and to forge new ways to think and do techno-literacies. Diane Dagenais, Professor, Simon Fraser University, works in French second language and minority language education. Her research has documented the literacy practices of multilingual children in families, communities and schools. Her recent studies examine encounters between multilingual youth and digital tools for video and story production. Her work is published in a range of French and English language education journals. Magali Forte is a PhD student in the Faculty of Education at Simon Fraser University (Vancouver, BC, CANADA) and a K-12 teacher in Vancouver. She adopts a sociomaterial perspective to examine the ways in which multilingual and multimodal processes of identity construction unfold through entanglements of humans and nonhumans in second language education settings.