What are languages? An assemblage approach to language gives us ways of thinking about language as dynamic, constructed, open-ended, and in and of the world. This book unsettles regular accounts of knowledge about language in several ways, presenting an innovative and provocative framework for a new understanding of language from within applied linguistics. The idea of assemblages allows for a flexibility about what languages are, not just in terms of having fuzzy linguistic boundaries but in terms of what constitutes language more generally. Languages are assembled from different elements, both linguistic elements as traditionally understood, as well as items less commonly included. Language from this point of view is embedded in diverse social and physical environments, distributed across the material world and part of our embodied existence. This book looks at what language is and what languages are with a view to understanding applied linguistics itself as a practical assemblage.

The concept of assemblage has emerged in recent decades as a central tool for describing, analysing, and transforming dynamic systems in a variety of disciplines. Coined by Deleuze and Guattari in relation to different fields of knowledge, human practices, and nonhuman arrangements, “assemblage” is variously applied today in the arts, philosophy, and human and social sciences, forming links not only between disciplines but also between critical thought and artistic practice. Machinic Assemblages focuses on the concept’s uses, transpositions, and appropriations in the arts, bringing together the voices of artists and philosophers that have been working on and with this topic for many years with those of emerging scholar-practitioners. The volume embraces exciting new and reconceived artistic practices that discuss and challenge existing assemblages, propose new practices within given assemblages, and seek to invent totally unprecedented assemblages.

The first handbook to explore the field of Teaching English to Speakers of Other Languages in elementary and secondary education (K-12) The number of students being educated in English has grown significantly in modern times — globalization, immigration, and evolving educational policies have prompted an increased need for English language learner (ELL) education. The Handbook of TESOL in K-12 combines contemporary research and current practices to provide a comprehensive overview of the origins, evolution, and future direction of Teaching English to Speakers of Other Languages at the elementary and secondary levels (K-12). Exploring the latest disciplinary and interdisciplinary issues in the field, this is a first-of-its-kind Handbook and contributions are offered from a team of internationally-renowned scholars. Comprehensive in scope, this essential Handbook covers topics ranging from bilingual language development and technology-enhanced language learning, to ESOL preparation methods for specialist and mainstream teachers and school administrators. Three sections organize the content to cover Key Issues in Teaching ESOL students in K-12, Pedagogical Issues and Practices in TESOL in K-12 Education, and School Personnel Preparation for TESOL in K-12. Satisfies a need for inclusive and in-depth research on TESOL in K-12 classrooms Presents a timely and interesting selection of topics that are highly relevant to working teachers and support staff Applies state-of-the-art research to real-world TESOL classroom settings Offers a balanced assessment of diverse theoretical foundations, concepts, and findings The Handbook of TESOL in K-12 is an indispensable resource for undergraduate and graduate students, researchers and scholars, and educators in the field of Teaching English to Speakers of Other Languages in elementary and secondary education.

Drawing on the conceptual repertoire of French philosophers Gilles Deleuze and Félix Guattari, new lines of thoughts are generated in this book on how research and educative practices can be transformed to reimagine second language teaching, learning, and research.

The Bibles of the Far Right is about a far-right worldview that has taken hold in contemporary Europe. It focuses on the role Bibles have come to play in this worldview. Starting with the case of far-right terrorism in Norway in 2011, the study argues that particular perceptions of "the Bible" and particular uses of biblical texts have been significant in calls to "protect" Europe against Islam. This study proposes new ways to understand political Bible-use today in order to respond to violence inspired by biblical texts.

What becomes visible if we look at peripheral, deprived rural regions through the lens of a complex adaptive assemblage? Affective Assemblages and Local Economies uses ethnographic research and qualitative interviews with members of the public and some policy makers to examine this question. Over a year-long project in Cornwall in the South West of the UK, and the South West of Virginia, USA, the book considers what becomes visible if we understand the region through the words of ordinary people, rather than planners and policy-makers. Drawing on the Deleuzian affective assemblage, it builds the concept of the Region-Assemblage to examine the deep interconnectedness between people, objects, organisations and the processes that we find in the regions that we observe.