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Tác giả CN
| Laursen, Helle Pia | |
Nhan đề
| Bubbles of becomings : From located investment to placemaking practices of engagement in the language classroom / Helle Pia Laursen, Lise Baun, Winnie Ostergaard | |
Thông tin xuất bản
| United Kingdom : Routledge, 2020 | |
Mô tả vật lý
| p. 566-582 | |
Tóm tắt
| 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. | |
Đề mục chủ đề
| Language teaching | |
Thuật ngữ không kiểm soát
| Giảng dạy ngoại ngữ | |
Thuật ngữ không kiểm soát
| Ngôn ngữ | |
Thuật ngữ không kiểm soát
| Giảng dạy | |
Tác giả(bs) CN
| Baun, Lise | |
Tác giả(bs) CN
| Ostergaard, Winnie | |
Nguồn trích
| Language and Education- Volume 34, 2020 - Issue 6 | |
Tệp tin điện tử
| https://doi.org/10.1080/09500782.2020.1775247 |
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| 100 | 1 |aLaursen, Helle Pia |
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| 245 | 10|aBubbles of becomings : |bFrom located investment to placemaking practices of engagement in the language classroom / |cHelle Pia Laursen, Lise Baun, Winnie Ostergaard |
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| 260 | |aUnited Kingdom : |bRoutledge, |c2020 |
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| 300 | |ap. 566-582 |
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| 520 | |aBased 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. |
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| 650 | 00|aLanguage teaching |
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| 653 | 0 |aGiảng dạy ngoại ngữ |
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| 653 | 0 |aNgôn ngữ |
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| 700 | 1 |aBaun, Lise |
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| 700 | 1 |aOstergaard, Winnie |
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| 773 | |tLanguage and Education|gVolume 34, 2020 - Issue 6 |
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| 856 | |uhttps://doi.org/10.1080/09500782.2020.1775247 |
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| 890 | |a0|b0|c0|d0 |
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