Titlebook: New Perspectives on Material Mediation in Language Learner Pedagogy; Darren K. LaScotte,Corinne S. Mathieu,Samuel S. Da Book 2022 The Edit

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Mediated Development: A Nexus of Dialogic and Material Mediation in the Second Language Classroom,researchers for their role in mediating language learning and teaching experiences (e.g., Guerrettaz and Johnston, Mod Lang J 97:779–796, 2013). The emergence of this important field of inquiry has overlapped with a growing body of L2 Sociocultural Theory (SCT) research referred to as Concept-Based

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Material Mediation in L2 Writing Activities in a College Russian as a Foreign Language Classroom intudents interact with material artifacts to construct texts during their L2 writing activities. Data include video and audio-recordings of four 90-minute-class sessions of writing activities, formal and informal interviews with the students, students’ written work, participant observations, and fiel

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Technology and Translanguaging: Examining the Roles of iPads in Collaborative Translation Activitie bilinguals’ identities and literacy learning (e.g., Jiménez et al., 2015 Res Teach Engl 49:248–271: 2015). Increasingly, technological devices such as iPads and laptops are used in classrooms to facilitate translation because websites like Google Translate provide efficient access to numerous langu

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Materials in an English Language Arts Newcomer Class for High School Seniors in the US,mer school in an upper Midwest urban area where a large number of refugees have settled over the years. The questions for this study were: 1) What materials are newcomer 12th grade multilingual learners (MLs) engaging with in their ELA classroom at a newcomers’ school that has no ELA curriculum or p

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Assessment Materials (That) Mediate Second Language Development in Testing Contexts, a university in Northern Spain. Eight international university students of Spanish had the opportunity to react to and appropriate different types of mediation during the dynamic testing procedure. Published tests included in the course textbook instructional package were adapted from static to dyn

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L2 Voices and Materials as Tools in Pronunciation Pedagogy,ials available to the profession. Despite their ubiquity, however, curriculum materials cannot and should not be considered universal or “one-size-fits-all” in their ability to address and support students’ individual academic and/or professional goals, or the unique course learning outcomes in myri

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978-3-030-98118-1The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl