Art, Affect, and the Production of Pedagogy in Newcomer Language Classrooms

Autor/in	Waterhouse, Monica
Titel	Art, Affect, and the Production of Pedagogy in Newcomer Language Classrooms
Quelle	In: Language and Education, 35 (2021) 3, S.268-284 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1846554
Schlagwörter	Immigrants; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Video Technology; Personal Narratives; French; Adult Students; Immigration; Profiles; Imagination; Art Education; Educational Theories; Adult Education; Reading Materials; Teacher Attitudes; Foreign Countries; Epistemology; Social Integration; Affective Behavior; Language Teachers; Lesson Plans; Canada + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Erlebniserzählung; Französisch; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Charakterisierung; Profilanalyse; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Educational theory; Theory of education; Bildungstheorie; Adult basic education; Adult training; Erwachsenenbildung; Lehrerverhalten; Ausland; Erkenntnistheorie; Soziale Integration; Affective disturbance; Active behaviour; Affektive Störung; Language teacher; Sprachunterricht; Lesson planning; Unterrichtsplanung; Kanada
Abstract	This article describes research exploring the potential of arts-based, affective pedagogy to enact the dual mandate of second language programs for adult newcomers to Canada: facilitating official language learning and social integration. Deleuze-Guattarian affect theory informs the study framing both research and pedagogical practices as effects of sociomaterial relations between bodies, human and non-human. Focusing on the concept of "affect" foregrounds the power of classroom objects to intervene in pedagogical events. Similarly, affect reorients the onto-epistemological underpinnings of research; it becomes an "assemblage" from which problems arise. This particular research assemblage, including classroom video-recorded data of an arts-based lesson and associated teacher interviews, resulted in the question "How do classroom materials contribute to the production of pedagogy in newcomer language classrooms?" Adult learners in two classes -- one French and one English Second Language -- read Shaun Tan's "The Arrival," a wordless narrative about migration. After reading, they created imaginary character profiles. The data suggest how the relational forces at work within classroom assemblages constituted by human bodies (teachers, students, researchers) and non-human bodies (curriculum, texts, digital devices, etc.) transform planned pedagogy into something unpredictable, but also creative and vibrant. The article concludes with some implications of arts-based, affective pedagogy for newcomer language education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01