Material culture of multilingualism and affectivity

Aronin, Larissa

doi:10.14746/ssllt.2012.2.2.3

Cited by 18 publications

(5 citation statements)

References 17 publications

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“…It complements the overall research methodology of multilingualism, and modifies it. It moves the outlook on language and society from accepting the stance of purely linguistic, psychological and other domains, studying mostly intangible ephemeral subjects, to a view that includes the material circumstances of acquiring and using languages individually and in society (Aronin 2012;Aronin & Ó Laoire 2012.…”

Section: Research Avenues Serving As Research Methodologymentioning

confidence: 99%

Methodology in Bi- and Multilingual Studies

Aronin

Jessner

2014

AILA

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Research methodology is determined by theoretical approaches. This article discusses methods of multilingualism research in connection with theoretical developments in linguistics, psycholinguistics, sociolinguistics, and education. Taking a brief glance at the past, the article starts with a discussion of an issue underlying the choice of research methodology: the distinction between bilingualism and multilingualism. This is followed by an account of the way in which traditional methods of research diverge and have expanded to include additional methodologies, which are shown to accommodate new theories and the most recent data in the field. Special attention is paid to the emerging research directions employing methods ofconceptualization.Overall, the paper presents a review of the current state-of- the- art including an account of the latest trends in research methodology on bilingualism and multilingualism, as well as a looking-forward analysis of the challenges and potential future methodological developments in the field.

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Section: Research Avenues Serving As Research Methodologymentioning

confidence: 99%

Methodology in Bi- and Multilingual Studies

Aronin

Jessner

2014

AILA

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“…However, the meanings and contexts of objects are not always transparent. Material culture provides a framework for understanding the situatedness of objects, but most importantly it provides us with the “physical, historical, and emotional background for communication” (Aronin, 2012, p. 180). There are multiple theoretical lenses for approaching these different aspects of material culture for communication.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Heimatobjekte: A Pedagogy Based on Material Culture to Promote Intercultural Competence

Lynn

Strair

2022

Die Unterrichtspraxis

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The World‐Readiness Standards (The National Standards Collaborative Board, 2015) and the Can‐Do Statements (ACTFL, 2017) promote intercultural competence and understanding through relating cultural products to perspectives and practices. In response, numerous world languages curriculum proposals have convincingly demonstrated these entanglements. The primary investigative focus, however, often rests on perspectives and practices while casting products into a mostly supportive role. Yet products are ubiquitous, tenaciously situated at the nexus of language and cultural activities. Drawing on interdisciplinary, material‐culture‐based perspectives, the curriculum intervention described in this article outlines an instructional module for an intermediate German course that promotes intercultural competence by guiding learners in object inquiry to decode, relate, and transform the untranslatable concept of Heimat.

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“…The objects that are essential from the multilingual perspective "have inscriptions or language signs on them, and meaningfully relate to an individual's identity and surrounding social reality" (Aronin, 2012, p. 181), thus connecting the material and the verbal. Bringing out the importance of studies in material culture for multilingualism, Aronin (2012) argues that "such studies can help us to understand how materialities create and modify multilingual reality, being instrumental in shaping and reshaping identities of both individuals and communities" (p. 181). Songs and music, recorded on various media, not only allow for authentic interactions with the target language culture but also have a strong motivating power for learning the target language.…”

Section: L2 Learning Experience and Materials Culturementioning

confidence: 99%

When “grass was greener”*: Longplay Album Covers and Learning English. A Retrospection

Piasecka

2022

TAPSLA

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This paper brings together several important threads accounting for learning English as a foreign language, that is, language learning experience, material culture as an element of this experience as well as a component of the learning environment, motivation and music. Material culture has recently attracted the attention of researchers interested in foreign/second language learning and multilingualism because it provides a rich context for many multilingual practices. Longplay album covers are an excellent example of artefacts that combine the verbal with the material. Music and songs, pop songs in particular, are an important motivating factor in learning languages.The aim of this paper is to share with the reader the author and her generation’s encounters with pop music of the 1960s, focusing on language learning experience based on the material aspects of these encounters, that is, longplay record covers. The paper, then, is the author’s personal reflection based on her own experience as well as on the multiple discussions she has had with friends and colleagues whose teenage years spanned the 1960s. Also connections between music and language learning are discussed along with suggestions of activities capitalizing on learners’ interest in music in the teaching process.

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Material culture of multilingualism and affectivity

Cited by 18 publications

References 17 publications

Methodology in Bi- and Multilingual Studies

Methodology in Bi- and Multilingual Studies

Heimatobjekte: A Pedagogy Based on Material Culture to Promote Intercultural Competence

When “grass was greener”*: Longplay Album Covers and Learning English. A Retrospection

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