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Classroom life and creativity in an MFL class: the epistemological and pedagogical affordances of PEPAs (Potentially Exploitable Pedagogical Activities)

Classroom life and creativity in an MFL class: the epistemological and pedagogical affordances of PEPAs (Potentially Exploitable Pedagogical Activities)

Costantino, Anna (2021) Classroom life and creativity in an MFL class: the epistemological and pedagogical affordances of PEPAs (Potentially Exploitable Pedagogical Activities). In: AILA2021: The 19th World Congress of Applied Linguistics, 15th - 20th August, 2021, Groningen, The Netherlands.

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Abstract

Although neglected in traditional classroom-based research, pedagogical materials and activities play an integral role in the language classroom (Guerrettaz & Johnston, 2013). Materials pace meaningful classroom relationships. They are the main organizers of the curriculum, impact "classroom discourse" and shape "the unique characteristics of a language classroom" and its materiality. Materials potentially embed "emergent language learning affordances" (p.792). Leveraging on materials' emergent affordances, in this presentation, I argue for a fourth pivotal role of classroom materials. First, materials and their multimodal affordances can be envisaged as practical and epistemic prompts to consider the viability of a language pedagogy that cares for inclusivity and learners' agency. Engaging with materials means acknowledging the multi-layered and multi-scalar dimensions of learning in the language classroom ecology (Guerrettaz & Johnston, 2013; Kramsch, 2002; Larsen-Freeman, 2012; van Lier, 2004) while connecting the multiple dimensions of life inside and outside the classroom (Engeström, 2016; Bateson, 1973). Second, practical, and epistemic engagement must be framed by an enquiry-based pedagogical approach, one that challenges the routinization of classroom materials and script in settings increasingly dictated by cost-effectiveness practices (Gray, & Block, 2012). I first introduce the theoretical framework supporting the multimodal affordances of classroom materials. Then, I consider how Exploratory Practice, and its focus on classroom activities as explorative tools, or PEPAs (Potentially Exploitable Pedagogical Activities) (Allwright, & Hanks, 2009), lends itself to frame an enquiry-based pedagogy. Finally, I illustrate instances of creative co-production of knowledge and understanding as they have emerged in my EP enquiries as a language teacher in the British Higher Education (HE) sector.

Item Type: Conference or Conference Paper (Paper)
Uncontrolled Keywords: classroom life, creativity, exploratory practice, language education, language learning affordances, pedagogical materials, PEPAs. practitioner research
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group: Faculty of Law, Arts and Social Sciences
Faculty of Law, Arts and Social Sciences > School of Humanities and Social Sciences
Last Modified: 11 Aug 2025 15:24
URI: https://gala.gre.ac.uk/id/eprint/50917

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