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Deterritorializing Language, Teaching, Learning, and Research
Deleuzo-Guattarian Perspectives on Second Language Education
Series:
It is now recognized that language teachers and learners are both users and creators of knowledge in socially, culturally, politically, materially complex, and unpredictable environments. With this in mind, an increasing number of researchers in Second Language Education have progressively broken away from traditional ways of studying educational practices to find novel, and more complex ways to conceptualize and study language teachersâ and learnersâ teaching and learning practices and knowledge development.
This book is in line with these trends, and should be considered as the actualization of experimentations with novel ways to apprehend the interrelationships between language and education by drawing on the conceptual repertoire of French philosopher Gilles Deleuze and his collaborator Félix Guattari. To guide us through this reflexive journey ten scholars, specialized in the field of Second Language Education, call on their experiences as language educators and researchers to explore the intersections between language, teaching, learning, and research, focusing on the experiences of diverse populations (e.g. students, immigrants, teachers, etc.) in multiple settings (e.g. Canada, Japan, United Kingdom, universities, and family literacy intervention programs).
Through this book, new insights and lines of thought are generated on how research and educative practices can be transformed to reimagine second language teaching, learning, and research to think differently about the experiences of language teachers, learners, and researchers, and disrupt the processes that may prevent us from innovating and seizing future opportunities.
Contributors are: Francis Bangou, Maria Bastien-Valenca, Joff P. N. Bradley, Martina Emke, Douglas Fleming, Roumiana Ilieva, Brian Morgan, Enrica Piccardo, Aisha Ravindran, Gene Vasilopoulos and Monica Waterhouse.
This book is in line with these trends, and should be considered as the actualization of experimentations with novel ways to apprehend the interrelationships between language and education by drawing on the conceptual repertoire of French philosopher Gilles Deleuze and his collaborator Félix Guattari. To guide us through this reflexive journey ten scholars, specialized in the field of Second Language Education, call on their experiences as language educators and researchers to explore the intersections between language, teaching, learning, and research, focusing on the experiences of diverse populations (e.g. students, immigrants, teachers, etc.) in multiple settings (e.g. Canada, Japan, United Kingdom, universities, and family literacy intervention programs).
Through this book, new insights and lines of thought are generated on how research and educative practices can be transformed to reimagine second language teaching, learning, and research to think differently about the experiences of language teachers, learners, and researchers, and disrupt the processes that may prevent us from innovating and seizing future opportunities.
Contributors are: Francis Bangou, Maria Bastien-Valenca, Joff P. N. Bradley, Martina Emke, Douglas Fleming, Roumiana Ilieva, Brian Morgan, Enrica Piccardo, Aisha Ravindran, Gene Vasilopoulos and Monica Waterhouse.
Francis Bangou, Ph.D. (2003), The Ohio State University, is Associate Professor of Second Language Education at University of Ottawa. His research focuses on second language teachersâ and learnersâ adaptation to unfamiliar teaching and learning environments including technology-enhanced language classrooms.
Monica Waterhouse, Ph.D. (2011), University of Ottawa, is Associate Professor of language education at Université Laval. Her publications in national and international journals focus on the socio-political dimensions of language and literacies teaching and learning in Canadian newcomer language classrooms.
Douglas Fleming, Ph.D. (2007), University of British Columbia, is Associate Professor of Second Language Education at University of Ottawa. His research focus is on the intersections of critical notions of citizenship, equity, multilingual communities and post-structural qualitative methodologies.
Monica Waterhouse, Ph.D. (2011), University of Ottawa, is Associate Professor of language education at Université Laval. Her publications in national and international journals focus on the socio-political dimensions of language and literacies teaching and learning in Canadian newcomer language classrooms.
Douglas Fleming, Ph.D. (2007), University of British Columbia, is Associate Professor of Second Language Education at University of Ottawa. His research focus is on the intersections of critical notions of citizenship, equity, multilingual communities and post-structural qualitative methodologies.
Foreword
âBrian Morgan
List of Illustrations
Notes on Contributors
Introduction: Towards Extraordinary Research in Second Language Education
âMonica Waterhouse and Francis Bangou
1 Rhizocurriculum in ESL: Instances of a Nomad-Education
âMonica Waterhouse
2 Rethinking the Genders and Becoming in Second Language Education
âDouglas Fleming
3 Rethinking Plurality in Our Liquid Societies
âEnrica Piccardo
4 Deleuze and Globlish: Imperial Tongues, Faceless Coins, War Machines
âJoff P. N. Bradley
5 Affective Affordances, Desires, and Assemblages: A Study of International Students in a TESOL Program in Canada
âAisha Ravindran and Roumiana Ilieva
6 Affect and the Second Language Writerâs Assemblage: Virtual Connections between Digitally-Mediated Source-Based Writing and Plagiarism
âGene Vasilopoulos
7 Experimenting with Multiple Literacies in Family Literacy Intervention Programs: From Rhizocurriculum, Rhizo-Teaching to Language Education
âMaria Bastien
8 How Might Teacher Education in CALL Exist? Becomings and Experimentations
âFrancis Bangou
9 Always In-between: Of Rhizomes and Assemblages in Language Teacher Education Research
âMartina Emke
Intermezzo: Proliferating Becomings with/in Second Language Education
âFrancis Bangou, Monica Waterhouse and Douglas Fleming
Index
âBrian Morgan
List of Illustrations
Notes on Contributors
Introduction: Towards Extraordinary Research in Second Language Education
âMonica Waterhouse and Francis Bangou
PART 1: Deterritorializing the Language Curriculum
1 Rhizocurriculum in ESL: Instances of a Nomad-Education
âMonica Waterhouse
PART 2: Deterritorializing Language Learnersâ Identity
2 Rethinking the Genders and Becoming in Second Language Education
âDouglas Fleming
3 Rethinking Plurality in Our Liquid Societies
âEnrica Piccardo
4 Deleuze and Globlish: Imperial Tongues, Faceless Coins, War Machines
âJoff P. N. Bradley
5 Affective Affordances, Desires, and Assemblages: A Study of International Students in a TESOL Program in Canada
âAisha Ravindran and Roumiana Ilieva
PART 3: Deterritorializing Literacies
6 Affect and the Second Language Writerâs Assemblage: Virtual Connections between Digitally-Mediated Source-Based Writing and Plagiarism
âGene Vasilopoulos
7 Experimenting with Multiple Literacies in Family Literacy Intervention Programs: From Rhizocurriculum, Rhizo-Teaching to Language Education
âMaria Bastien
PART 4: Deterritorializing Language Teacher Education
8 How Might Teacher Education in CALL Exist? Becomings and Experimentations
âFrancis Bangou
9 Always In-between: Of Rhizomes and Assemblages in Language Teacher Education Research
âMartina Emke
Intermezzo: Proliferating Becomings with/in Second Language Education
âFrancis Bangou, Monica Waterhouse and Douglas Fleming
Index
All parties concerned with language education including researchers, teacher educators, and educators. Also appealing to an international audience as span educational contexts in North America, Europe and Asia are discussed.