Research Activities

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The group’s research related activities include:

  1. Conversations about/presentations of members’ research projects.
  2. Collaboration on conference presentations, group publications, and multi-researcher grants.
  3. Reading group discussions about publications related to language classroom materials use.
  4. Networking with related professional organizations, special interest groups, materials writers, researchers, and language teachers.
  5. Sharing of news and events of interest to the international research community.
  6. Guest talks by and interviews with advisory board members or other invited guests.
  7. Video conference meetings every six weeks to facilitate the aforementioned activities and converse about MUSE International’s goals.

Archive of Previous Readings and Presentations

One of the purposes of MUSE is to function as a reading group. We discuss current research from journals based on materials and use. In addition, members at times present their own research projects for discussion. Below is an archive of papers and presentations we have discussed in our meetings.

  1. Guerrettaz, A. M., & Johnston, B. (2013). Materials in the classroom ecology. The Modern Language Journal, 97(3), 779-796. Click here to read article.
  2. Marcos Miguel, N. (2015). Textbook consumption in the classroom: Analyzing a classroom corpus. Procedia-Social and Behavioral Sciences, 198, 309-319. Click here to read article
  3. Jakonen, T. (2015). Handling knowledge: Using classroom materials to construct and interpret information requests. Journal of Pragmatics89, 100-112.
  4. Pourhaji, M., Alavi, S. M., & Karimpour, S. (2016). Built-In Learner Participation Potential of Locally-and Globally-Designed ELT Materials. Journal of Teaching Language Skills35(3), 119-156. Click here to read the article.
  5. Mathieu, C. (2017) “Spanish immersion materials and the secondary classroom ecology”. Presentation by MUSE member.
  6. Littlejohn, A. (2012). Language teaching materials and the (very) big picture. Electronic Journal of Foreign Language Teaching, 9(1), 283-297. Click to read article.
  7. Shawer, S. F. (2010). Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters. Teaching and teacher education26(2), 173-184. (password required).
  8. Janine T. Remillard (1999) Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers’ Curriculum Development, Curriculum Inquiry, 29:3, 315-342, DOI: 10.1111/0362-6784.00130 (password required)
  9. Hasegawa, A. (2018). Understanding Task‐in‐Process Through the Lens of Laughter: Activity Designs, Instructional Materials, Learner Orientations, and Interpersonal Relationships. The Modern Language Journal102(1), 142-161. (password required)
  10. Canagarajah, S. (2018). Materializing ‘Competence’: Perspectives From International STEM Scholars. The Modern Language Journal102(2), 268-291.  (password required)
  11. Li, Z., & Harfitt, G. (2017). An examination of language teachers’ enactment of curriculum materials in the context of a centralised curriculum. Pedagogy, Culture & Society, 25(3), 403-416. (password required)
  12. Vanek, J., King, K., & Bigelow, M. (2018) Social Presence and Identity: Facebook in an English Language Classroom, Journal of Language, Identity & Education, 17(4), 236-254, DOI: 10.1080/15348458.2018.1442223 (password required)
  13. Harwood, N. (2017). What can we learn from mainstream education textbook research?. RELC Journal48(2), 264-277. (repository copy)
  14. Matsumoto, Y. (2019). Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions. The Modern Language Journal103(1), 179-204.
  15. Choppin, J., McDuffie, A. R., Drake, C., & Davis, J. (2018). Curriculum ergonomics: Conceptualizing the interactions between curriculum design and use. International Journal of Educational Research, 92, 75-85. (Click here to read the article)
  16. Toohey, K., Dagenais, D., Fodor, A., Hof, L., Nuñez, O., Singh, A., & Schulze, L. (2015). “That sounds so cooool”: Entanglements of children, digital tools, and literacy practices. TESOL Quarterly, 49(3), 461-485. (Click here to read the article)

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