TY  - BOOK
AU  - Toohey,Kelleen
TI  - Learning English at School: Identity, Socio-material Relations and Classroom Practice 
T2  - Bilingual Education & Bilingualism
SN  - 9781788920087
U1  - 428/.007 21/eng/20230216
PY  - 2018///]
CY  - Bristol, Blue Ridge Summit
PB  - Multilingual Matters
KW  - Education, Bilingual-United States
KW  - English language-Study and teaching-Foreign speakers
KW  - English language-Study and teaching-Social aspects
KW  - Language and education-United States
KW  - LANGUAGE ARTS & DISCIPLINES / Study & Teaching
KW  - bisacsh
KW  - Second language learning
KW  - classroom practice
KW  - early childhood education
KW  - ethnography of L2 learning
KW  - identity
KW  - new materialism
KW  - new materiality theory
KW  - poststructural perspectives on identity
KW  - socio-material relations
KW  - socio-materiality
KW  - sociocultural perspectives on identity
KW  - sociocultural theory
KW  - teaching English as an additional language
KW  - young child learners of English
N1  - Frontmatter --; Contents --; Acknowledgements for the Second Edition --; Introduction --; 1. Framing Story: Theory, Setting and Methodology --; 2. New Materialism and Language Learning --; 3. Kindergarten Stories --; 4. Constructing School Identities: Kindergarten --; 5. ‘Break Them Up, Take Them Away’: Practices in the Grade 1 Classroom --; 6. Discursive Practices in Grade 2: Language Arts Lessons --; 7. Appropriating Voices and Telling Stories --; References --; Author Index --; Subject Index; restricted access
N2  - This fully revised edition provides a comprehensive discussion of how insights and concepts from new materialism and posthumanism might be used in investigating second language learning and teaching in classrooms. Alongside the sociocultural and poststructural perspectives discussed in the first edition, this new book presents insights from new materialism on identity, second language learning and pedagogical practices. This application of new theory deepens our understanding of how minority language background children learn English in the context of their classrooms. The author comprehensively explains the new materiality perspectives and suggests how research from this perspective might provide new insights on second language learning and teaching in classrooms. The book is unique in analysing empirical classroom data from a sociocultural, but also a new materiality perspective, and has the potential to change our understandings of research and pedagogical practices
UR  - https://doi.org/10.21832/9781788920094
UR  - https://www.degruyter.com/isbn/9781788920094
UR  - https://www.degruyter.com/document/cover/isbn/9781788920094/original
ER  -