Although neglected in traditional classroom-based research, pedagogical materials and activities play an integral role in the language classroom (Guerrettaz & Johnston, 2013). Materials pace meaningful classroom relationships. They are the main organizers of the curriculum, impact "classroom discourse" and shape "the unique characteristics of a language classroom" and its materiality. Materials potentially embed "emergent language learning affordances" (p.792).
Leveraging on materials' emergent affordances, in this presentation, I argue for a fourth pivotal role of classroom materials. First, materials and their multimodal affordances can be envisaged as practical and epistemic prompts to consider the viability of a language pedagogy that cares for inclusivity and learners' agency. Engaging with materials means acknowledging the multi-layered and multi-scalar dimensions of learning in the language classroom ecology (Guerrettaz & Johnston, 2013; Kramsch, 2002; Larsen-Freeman, 2012; van Lier, 2004) while connecting the multiple dimensions of life inside and outside the classroom (Engeström, 2016; Bateson, 1973). Second, practical, and epistemic engagement must be framed by an enquiry-based pedagogical approach, one that challenges the routinization of classroom materials and script in settings increasingly dictated by cost-effectiveness practices (Gray, & Block, 2012).
I first introduce the theoretical framework supporting the multimodal affordances of classroom materials. Then, I consider how Exploratory Practice, and its focus on classroom activities as explorative tools, or PEPAs (Potentially Exploitable Pedagogical Activities) (Allwright, & Hanks, 2009), lends itself to frame an enquiry-based pedagogy. Finally, I illustrate instances of creative co-production of knowledge and understanding as they have emerged in my EP enquiries as a language teacher in the British Higher Education (HE) sector.
References
Allwright, D., & Hanks, J. (2009). The developing language learner: An introduction to Exploratory Practice. Basingstoke/New York: Palgrave Macmillan.
Bateson, G. (1973). Steps to an ecology of mind. Chicago, IL: University of Chicago Press.
Engeström, Y. (2016). Studies in expansive learning: Learning what is not yet there. New York: Cambridge University Press.
Gray, J., & Block, D. (2012). The marketisation of language teacher education and neoliberalism: Characteristics, consequences and future prospects. In D. Block, J. Gray & M. Holborow (Eds.), Neoliberalism and applied linguistics (pp. 119–148). London/New York: Routledge.
Guerrettaz, A. M., & Johnston, B. (2013). Materials in the classroom ecology. The Modern Language Journal, 97(3), 779-796.
Larsen-Freeman, D. (2012). Complex, dynamic systems: A new transdisciplinary theme for applied linguistics? Language Teaching, 45(2), 202.
van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Norwell, Massachusetts: Kluwer Academic Publishers.
