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Materials use in language classrooms: A research agenda

Published online by Cambridge University Press:  22 June 2022

Anne Marie Guerrettaz ,
Corinne S. Mathieu ,
Siwon Lee  and
Adon Berwick
Anne Marie Guerrettaz*
Affiliation:
Washington State University, Pullman, USA
Corinne S. Mathieu
Affiliation:
University of Wisconsin-Green Bay, Green Bay, USA
Siwon Lee
Affiliation:
University of Pennsylvania, Philadelphia, USA
*
*Corresponding author. Email: [email protected]
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Abstract

How language learners and teachers actually use pedagogical materials in classrooms is a ‘groundbreaking’ subject of applied linguistics inquiry (Tarone, 2014, p. 653), referred to in this research agenda article as materials use. We begin with a theoretically-oriented overview of language education scholarship on pedagogical materials (henceforth materials). Then, we focus on seven qualitative research tasks across three thematic areas, namely materials use and: (A) language pedagogy, (B) classroom interaction, and (C) language diversity, culture, and power. The first section on pedagogy outlines research tasks on: (1) the roles of materials in classrooms, (2) the influences of materials on practicing educators’ expertise, and (3) how language teacher education programmes address materials use. The second section on classroom interaction proposes inquiry into: (4) polysemiotic patterns of materials-in-interaction, and (5) the expected and unexpected outcomes of materials regarding students’ target language use. The third section focuses on: (6) teachers’ and learners’ responses to diverse linguistic varieties and cultures represented in materials, and (7) instructional materials used in language policy and planning endeavours. Throughout this article we reference interdisciplinary connections to curriculum studies, cultural studies, sociology, and materials scholarship in general education. The seven research tasks are critical next steps for understanding materials use – a vast new field that promises to advance language education practice and theory.

Type
Thinking Allowed
Information
Language Teaching , Volume 55 , Issue 4 , October 2022 , pp. 547 - 564
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Copyright © The Author(s), 2022. Published by Cambridge University Press

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