Affective Disruptions of<i>the</i>Immigrant Experience: Becomings in Official Language Education Research in Canada

Waterhouse, Monica; Arnott, Stéphanie

doi:10.1080/19313152.2016.1147307

Cited by 16 publications

(4 citation statements)

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“…Rhizoanalysis raises questions, not conclusions (Honan & Bright, 2016;Masny, 2016;Reinertsen, 2017;St. Pierre, 2019;Waterhouse & Arnott, 2016), about high school re-entry programmes. The cartographies (dis)(re)tract the researcher to think about the striated constitutions of re-entry programmes that seem to ignore the life experiences of re-entry adult learners and fail to consider other curricula that may be more reflective of adult learner interests and needs.…”

Section: Deleuzian Philosophy and Rhizomatic Thinkingmentioning

confidence: 99%

(DE)(RE)territorializing re-entry adult learners

Kokorudz

2022

Aust. J. environ. educ.

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This article describes a posthuman study that used Deleuze’s rhizoanalysis to explore the journeys of adult learners who returned to an adult high school to pursue their high school diplomas after having prematurely left high school. Five graduated adult students participated in individual recorded intra-views, and two of them also participated in a small group discussion with the researcher to speak of their journeys. The (non)data were cartographically created to map the intra-active complexities that (de)(re)territorialize re-entry adult learners. As the assemblages were mapped, participants were decentred and material world experiences were extended. Common notions around dropout students were disrupted, and re-entry processes for adult learners were (re)thought as new problems and questions emerged.

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Section: Deleuzian Philosophy and Rhizomatic Thinkingmentioning

confidence: 99%

(DE)(RE)territorializing re-entry adult learners

Kokorudz

2022

Aust. J. environ. educ.

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“…The turn to affect in education research has brought with it psychoanalytically informed theories of subjectivity and subjection, theories of the body and embodiment and cultural-political theories of emotion and affect (Zembylas, 2016). In "second" language practice, policy, and research, the focus on emotions and affect is primarily linked to the creation of optimal conditions to maximize language learning, theorizing emotions as primarily internal psychological states in need of management (Waterhouse & Arnott, 2016). However, poststructural perspectives on emotions in "second" language settings have yielded innovative scholarship that examines the relationships between discourses and social and cultural forces, based on the cultural political theory of emotions by Ahmed (2014).…”

Section: Toward Affective and Emotional Language Teachingmentioning

confidence: 99%

Transcultural-affective flows and multimodal engagements: reimagining pedagogy and assessment with adult language learners

Burgess

Rowsell

2020

Language and Education

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“…Finally, research attention should be paid in both contexts to the extent to which the changing socio-political situation in immersion education has affected the prototypical immersion learner and teacher profiles. Discussion of the implications of reconceptualizing the prototypical immersion language learner (e.g., not always Canadian-born or speaker of English -see Waterhouse & Arnott, 2016; not always children with Finnish as mother tongue or home language -see Sjöberg et al, 2018) and the prototypical immersion language teacher (e.g., no longer native-speakers of target language -Salvatori, 2007) is ongoing, and certainly warrants continued empirical attention across both contexts.…”

Section: Future Research Directionsmentioning

confidence: 99%

Early Immersion in Minority Language Contexts: Canada and Finland

Mård-Miettinen¹,

Arnott²,

Vignola³

2020

Springer International Handbooks of Education

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This chapter discusses early immersion in a minority language in two bilingual countries, Canada and Finland. In Canada, immersion in the minority language, French, has been implemented since the mid-1960s and Finland introduced immersion in Swedish in the mid-1980s. As the core features of immersion education evolve in tandem with second language education theorizing (particularly as it relates to the interdependence and hybridity between and within languages), so too does the need to revisit the relevance of these core features across different contexts. In this vein, this chapter compares how changing socio-political realities in the two contexts have influenced program development in relation to three emergent areas: learner diversity, learning exceptionalities, and teacher training. It further highlights critical points of convergence and divergence in program development in the two contexts, showing that Finland and Canada have contributed to the field of early language education with complementary research findings related to a common guiding principle in both contexts -immersion for all. The two contexts, thus, have much to learn from one another in order to reach collective gains. The chapter ends with a call for ethnographic research to decipher how relevant policy statements are put into practice in early years classrooms, as well as continued empirical attention to the evolving reconceptualization of the prototypical immersion learner and teacher. Such consideration will work to optimize the universal access to immersion that is desired in Canada, Finland and other minority language immersion contexts.

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Affective Disruptions oftheImmigrant Experience: Becomings in Official Language Education Research in Canada

Cited by 16 publications

References 16 publications

(DE)(RE)territorializing re-entry adult learners

(DE)(RE)territorializing re-entry adult learners

Transcultural-affective flows and multimodal engagements: reimagining pedagogy and assessment with adult language learners

Early Immersion in Minority Language Contexts: Canada and Finland

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