Anne Marie Guerrettaz
Biographic Data
| ID | 126580 |
|---|---|
| NAME | Anne Marie Guerrettaz |
| GIVEN NAMES | Anne Marie |
| FAMILY NAME | Guerrettaz |
| SIGNATURE | GUERRETTAZ A M |
| AFFILIATIONS | Washington State University |
| ORCID | 0000-0003-2369-735X |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
(Re)Defining language pedagogy activity: A sociomaterialist perspective
Language pedagogy activity (LPA) is central to the functioning of language classrooms worldwide, and this article (re)defines LPA. While prevailing applied linguistics conceptualizations of “activity” are often theoretical and anthropocentric, our definition of LPA is empirically supported and foregrounds material agency. This new definition of LPA is needed to investigate how varied language teaching materials (e.g., textbooks and teacher resour…
Third space of the home: Transnational Chinese families’ English home literacy and language learning
Chinese speakers are the second largest language minority group in the U.S., and transnational migration redefines their lives in many ways, including families’ educational practices. This case study examined the English home literacy and language learning (EHLLL) practices of two transnational Chinese families during their year abroad while working and studying in the U.S. Research methods included observations, interviews, and discourse analysi…
Materials use in language classrooms: A research agenda
How language learners and teachers actually use pedagogical materials in classrooms is a ‘groundbreaking’ subject of applied linguistics inquiry (Tarone, 2014, p. 653), referred to in this research agenda article as materials use . We begin with a theoretically-oriented overview of language education scholarship on pedagogical materials (henceforth materials ). Then, we focus on seven qualitative research tasks across three thematic areas, namely…
Materials‐in‐Action: Pedagogical Ergonomics of a French‐as‐a‐Foreign‐Language Classroom
Materials use is a critical yet poorly understood dynamic of language classrooms. This study examines ‘materials‐in‐action,’ meaning how materials shape classroom interaction and activity, in a beginning‐level French‐as‐a‐foreign‐language classroom. The conceptual framework, ‘pedagogical ergonomics,’ similarly centers on materials‐in‐action, and more specifically on ‘intra‐action.’ This refers to actions, influences, engagements, and exchanges am…
Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives
Language learning and teaching (LLT) materials-like teacher-created handouts, textbooks, and overhead transparencies-are central elements of language classrooms worldwide. Nonetheless, how language students and teachers actually engage with and deploy LLT materials has rarely been the focus of research. In response, this issue offers the first compilation of classroom-based studies of 'materials use' in language education and includes research on…
La planificación lingüística del Maya yucateco y la educación bilingüe en Yucatán
La rápida disminución de las lenguas originarias representa una de las problemáticas más relevantes en la lingüística aplicada. El rol que juegan los maestros de las lenguas originarias en la implementación de la planificación lingüística por medio de sus prácticas pedagógicas es un asunto significativo, pero poco investigado. Este estudio etnográfico examina un programa de formación docente para la enseñanza del maya yucateco. El estudio incluyó…
“We are the mayas”: Indigenous language revitalization, identification, and postcolonialism in the Yucatan, Mexico
The Issue: Doing Indigenous Language Reclamation
Yucatec‐Maya Language Revitalization: A Reconceptualization of Indigeneity and Call for Action
Yucatec Maya language planning and the struggle of the linguistic standardization process
This study on Yucatec Maya language planning analyzes the linguistic standardization process over a six-year period. The primary research site was the programa, a mandatory Yucatec Maya course for 1,600 Indigenous Education teachers in Mexico. Alongside this acquisition planning effort, other government agencies simultaneously produced an official standard Maya. Programa administrators who oppose official standardization made their own model of M…
Black Lives Matter in Tesol: De-Silencing Race in a Second Language Academic Literacy Course
As racial tensions and reports of violence have become prominent in news and social media, U.S. society has been responding, struggling, and changing. This complex political and social situation can be particularly confusing for international students studying at U.S. universities. English language teachers are especially well positioned to create space for exploring this complexity and supporting learners' understanding of these events in light …
Ownership of Language in Yucatec Maya Revitalization Pedagogy: Ownership of Language in Maya Revitalization
This classroom-based study examined a Yucatec Maya language course for teachers and the pedagogical implementation of national language policy in Mexico. Analysis of this teacher education program focused on various dimensions of teachers' Maya-language expertise, the teaching of the emergent standard Maya, and hegemonic constructions of Maya-speakers in language planning discourse. Ownership of language, defined as a speaker's authenticity and a…
Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives
Language learning and teaching (LLT) materials-like teacher-created handouts, textbooks, and overhead transparencies-are central elements of language classrooms worldwide. Nonetheless, how language students and teachers actually engage with and deploy LLT materials has rarely been the focus of research. In response, this issue offers the first compilation of classroom-based studies of 'materials use' in language education and includes research on…
Ownership of Language in Yucatec Maya Revitalization Pedagogy: Ownership of Language in Maya Revitalization
This classroom-based study examined a Yucatec Maya language course for teachers and the pedagogical implementation of national language policy in Mexico. Analysis of this teacher education program focused on various dimensions of teachers' Maya-language expertise, the teaching of the emergent standard Maya, and hegemonic constructions of Maya-speakers in language planning discourse. Ownership of language, defined as a speaker's authenticity and a…
Black Lives Matter in Tesol: De-Silencing Race in a Second Language Academic Literacy Course
As racial tensions and reports of violence have become prominent in news and social media, U.S. society has been responding, struggling, and changing. This complex political and social situation can be particularly confusing for international students studying at U.S. universities. English language teachers are especially well positioned to create space for exploring this complexity and supporting learners' understanding of these events in light …
Yucatec Maya language planning and the struggle of the linguistic standardization process
This study on Yucatec Maya language planning analyzes the linguistic standardization process over a six-year period. The primary research site was the programa, a mandatory Yucatec Maya course for 1,600 Indigenous Education teachers in Mexico. Alongside this acquisition planning effort, other government agencies simultaneously produced an official standard Maya. Programa administrators who oppose official standardization made their own model of M…
Ownership of Language in Yucatec Maya Revitalization Pedagogy: Ownership of Language in Maya Revitalization
This classroom-based study examined a Yucatec Maya language course for teachers and the pedagogical implementation of national language policy in Mexico. Analysis of this teacher education program focused on various dimensions of teachers' Maya-language expertise, the teaching of the emergent standard Maya, and hegemonic constructions of Maya-speakers in language planning discourse. Ownership of language, defined as a speaker's authenticity and a…
Black Lives Matter in Tesol: De-Silencing Race in a Second Language Academic Literacy Course
As racial tensions and reports of violence have become prominent in news and social media, U.S. society has been responding, struggling, and changing. This complex political and social situation can be particularly confusing for international students studying at U.S. universities. English language teachers are especially well positioned to create space for exploring this complexity and supporting learners' understanding of these events in light …
Yucatec Maya language planning and the struggle of the linguistic standardization process
This study on Yucatec Maya language planning analyzes the linguistic standardization process over a six-year period. The primary research site was the programa, a mandatory Yucatec Maya course for 1,600 Indigenous Education teachers in Mexico. Alongside this acquisition planning effort, other government agencies simultaneously produced an official standard Maya. Programa administrators who oppose official standardization made their own model of M…
La planificación lingüística del Maya yucateco y la educación bilingüe en Yucatán
La rápida disminución de las lenguas originarias representa una de las problemáticas más relevantes en la lingüística aplicada. El rol que juegan los maestros de las lenguas originarias en la implementación de la planificación lingüística por medio de sus prácticas pedagógicas es un asunto significativo, pero poco investigado. Este estudio etnográfico examina un programa de formación docente para la enseñanza del maya yucateco. El estudio incluyó…
“We are the mayas”: Indigenous language revitalization, identification, and postcolonialism in the Yucatan, Mexico
The Issue: Doing Indigenous Language Reclamation
Yucatec‐Maya Language Revitalization: A Reconceptualization of Indigeneity and Call for Action
Materials‐in‐Action: Pedagogical Ergonomics of a French‐as‐a‐Foreign‐Language Classroom
Materials use is a critical yet poorly understood dynamic of language classrooms. This study examines ‘materials‐in‐action,’ meaning how materials shape classroom interaction and activity, in a beginning‐level French‐as‐a‐foreign‐language classroom. The conceptual framework, ‘pedagogical ergonomics,’ similarly centers on materials‐in‐action, and more specifically on ‘intra‐action.’ This refers to actions, influences, engagements, and exchanges am…
Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives
Language learning and teaching (LLT) materials-like teacher-created handouts, textbooks, and overhead transparencies-are central elements of language classrooms worldwide. Nonetheless, how language students and teachers actually engage with and deploy LLT materials has rarely been the focus of research. In response, this issue offers the first compilation of classroom-based studies of 'materials use' in language education and includes research on…
Materials use in language classrooms: A research agenda
How language learners and teachers actually use pedagogical materials in classrooms is a ‘groundbreaking’ subject of applied linguistics inquiry (Tarone, 2014, p. 653), referred to in this research agenda article as materials use . We begin with a theoretically-oriented overview of language education scholarship on pedagogical materials (henceforth materials ). Then, we focus on seven qualitative research tasks across three thematic areas, namely…
Third space of the home: Transnational Chinese families’ English home literacy and language learning
Chinese speakers are the second largest language minority group in the U.S., and transnational migration redefines their lives in many ways, including families’ educational practices. This case study examined the English home literacy and language learning (EHLLL) practices of two transnational Chinese families during their year abroad while working and studying in the U.S. Research methods included observations, interviews, and discourse analysi…
(Re)Defining language pedagogy activity: A sociomaterialist perspective
Language pedagogy activity (LPA) is central to the functioning of language classrooms worldwide, and this article (re)defines LPA. While prevailing applied linguistics conceptualizations of “activity” are often theoretical and anthropocentric, our definition of LPA is empirically supported and foregrounds material agency. This new definition of LPA is needed to investigate how varied language teaching materials (e.g., textbooks and teacher resour…
Multilingual Education and Policy (9 works) · Second Language Learning and Teaching (8 works) · Sociology (8 works) · Linguistics (7 works) · Pedagogy (6 works) · Archaeology (5 works) · History (5 works) · Maya (5 works) · Computer Science (4 works) · Indigenous Cultures and Socio-Education (4 works)