Conceptualizations of affect in Canadian adult immigrant second language education. Merriam & Associates (Eds.), Qualitative research in practice: examples for discussion and analysis (p.399-416). Methodology in the fold and the irruption of transgressive data. “Problematizing qualitative research: Reading a data assemblage with rhizoanalysis.” Qualitative Inquiry, 22(8), 666-675. International Journal of Qualitative Studies in Education,26 (6), 658-667. Researching without representation? Language and materiality in post-qualitative methodology. Language policies and programs for adult immigrants in Canada: deconstructing discourses of immigration. Minneapolis, MN: University of Minnesota Press. A thousand plateaus: capitalism and schizophrenia. Emotions and English language teaching: exploring teachers’ emotion labor. We discuss some implications of attending to affect and embodiment in research and practice. Such data disrupt “the dichotomy between discourse and materiality” in applied linguistics research (Pennycook, 2018, p.32). 664), namely, teacher’s articulations of embodied reactions to vignettes (E.g. Pierre, 2002) that blur boundaries between research and professional development activites and (2) “instances of bodily incursions into language that pose a challenge for qualitative method” (MacLure, 2013, p. We also unpack unexpected research-becomings: (1) the problem of “transgressive data” (St. They had the potential to influence teacher’s pedagogical choices moving forward, although teachers held divergent opinions about the place of emotion in the classroom. A rhizoanalysis of this qualitative data (Masny, 2016) suggested affectively-charged events are rarely occurring yet significant. Drawing on Deleuze and Guattari’s (1987) conceptualization of affect as embodied responses to relational encounters, the current study explores the research question: How do the affective dimensions of their classrooms influence teacher’s pedagogical choices? Ten FSL teachers from Quebec and 75 ESL teachers from Ontario responded to an online vignette-based questionnaire which solicited their reactions to four affectively-charged classroom situations. However, research indicates that these programs emphasize job preparation (Guo, 2015) and marginalize the affective aspects of integration (Waterhouse & Faulkner, 2014), even though language teachers engage in substantial “emotional labor” (Benesch, 2017). CO-PRESENTER: Christina Driedger ABSTRACT: Adult newcomer language programs have a multifaceted mandate to teach English or French as a second language (ESL or FSL) while simultaneously preparing students for the labor market and integration into Canadian society (Guo, 2015). Paper presented at the Association canadienne de linguistique appliquée / Canadian Association of Applied Linguistics (ACLA-CAAL), University of British Columbia, Vancouver, BC. Key words: language repertoire, Nigerian Pidgin English, classroom interaction, translanguaging, co-learningĢ019, June 3. This paper not only highlights the need to take into consideration students’ non-standard, as well as standard languages, but also suggests an interactional view of language – and subsequent empirical analysis – as the crucial starting point for conceiving effective approaches to teacher training. Adopting a conversation analysis approach to audio-recorded naturally occurring interactions, we discuss some excerpts to show how the pidgin dialogue emerging pursues immediate communicative goals and further learning objectives. This paper presents an exploratory study on Nigerian Pidgin English as used by learners and, occasionally, by the teacher, during L2 Italian classes. Research on language teaching to migrant students is currently being informed by a conceptual shift from the marginal role of their native/home languages to a view of these as a valuable asset for learning the target language.
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