[Edling] Call for proposals: New Perspective on Materials Mediation in Language Teaching and Learning

[Cory Mathieu]

**Apologies for cross-posting**

Dear Colleague,

I am delighted to invite you to submit a chapter proposal for an edited
volume developed in consultation with Springer on the role of material
mediation in the language classroom. The proposal deadline is August 1,
2019.

Scope:
This book will focus on new perspectives on the role of* material mediation*
in approaches to language teaching and learning. Offering a diversity of
language teaching contexts and learner populations, this book will address
the impact of materials on ecological resources of the classroom, the ways
materials mediate human action in the classroom, and the materials’ roles
in the co-construction of classroom discourse. We invite scholars to submit
proposals for original chapters that contribute to the nascent field of
research on materials in the language classroom.

The present volume distinguishes *materials* and *material mediation* in
specific ways. A *key requirement* for authors submitting manuscripts is
that the writing be firmly anchored in these definitions:

   - *materials*: artifacts introduced by the teacher and having an
   immediate and particular underlying pedagogic purpose
   - *material mediation*: the bidirectional processes as participants in
   the classroom ecology (i.e., teachers and learners) engage and interact
   with the materials and as the materials themselves shape the curriculum,
   the related planning phase, and the final enactment of teaching and
   learning in the classroom

Organized by the theoretical frameworks and perspectives of sociocultural
theory (Vygotsky, 1978; Wertsch, 1991), classroom ecology (van Lier, 1996,
2004), and mediated or multimodal discourse analysis (e.g., Norris, 2004;
Scollon, 1998), chapters of this volume explore the ways in which teachers
and learners are impacted by the affordances and constraints of the
materials while at the same time they bring their own (evolving) resources,
identities, beliefs, and expertise to modify and adapt the materials to
better suit their local context(s) in the language teaching and learning
environments. *Contributing authors are asked to frame the scope of their
chapters within the parameters of the following guiding research questions*:

   - How do materials serve as artifacts that mediate human action?
   - How do materials serve as semiotic resources in the ecology of the
   classroom?
   - How do materials influence and mediate interaction with the course
   curriculum and/or the classroom discourse?
   - How do materials and their embedded activities teach, help, and/or
   facilitate language development or afford learning opportunities in the
   language classroom?


For more information and to submit proposals, please visit our website at:

https://z.umn.edu/material-mediation


Please send all inquiries to Darren LaScotte (co-editor) at lasc0027 at umn.edu
.


On behalf of the co-editors,


Corinne Mathieu
--
PhD Candidate
Instructor: CI 5671
Clinical Supervisor
Curriculum and Instruction: Second Language Education
University of Minnesota, Twin Cities

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