Bubbles of becomings: From located investment to placemaking practices of engagement in the language classroom

Helle Pia Laursen*, Lise Baun, Winnie Østergaard

*Corresponding author af dette arbejde

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Abstract

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.

OriginalsprogEngelsk
TidsskriftLanguage and Education
Vol/bind34
Nummer6
Sider (fra-til)566-582
Antal sider17
ISSN0950-0782
DOI
StatusUdgivet - dec. 2020

Emneord

  • Literacy learning
  • Place-making
  • Investment
  • Multilingual classrooms
  • Literacy engagement
  • Longitudinal study

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  • TEPS: Tegn på sprog

    Laursen, H. P., Daugaard, L. M. & Ladegaard, U.

    01/01/200801/01/2020

    Projekter: ProjektForskning

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