Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives

Language learning and teaching (LLT) materials—like teacher-created handouts, textbooks, overhead transparencies—are central elements of language classrooms worldwide. Nonetheless, how students teachers actually engage with deploy LLT materials has rarely been the focus research. In response, this issue offers first compilation classroom-based studies ‘materials use’ in education includes research on Ojibwe, Japanese, French, English pedagogy. introductory article to special issue, we set stage for 7 empirical articles by offering much-needed definitions concepts ‘LLT materials’ use.’ These are based a metasynthesis (i.e., an integrative qualitative analysis) all used throughout articles. Additionally, explore sociomaterialism as compelling well-suited framework study use. Sociomaterialism is not unified theory but rather orientation that seeks examine connections between social material world. addition substantively theoretically advancing field, also have practical implications