ABSTRACT
This autoethnographic study explores disruptive moments in a multiliteracies English-as-an-Additional Language (EAL) classroom with young adult students. Using a lens of affect theory, the study presents three strategic sketches (vignettes) to shine a light on unexpected intensities in the learning assemblage, initially assumed to be learner ambivalence, uneven investment and resistance, to multiliteracies pedagogy. Through autoethnographic inquiry, a writing of the self, this paper argues that affectively charged moments in literacy and language setting should be recognized as Deleuzian sense-events that are resistant to interpretation. The possibilities created by learning and teaching through sense-events and sensational pedagogies offer alternatives for doing multiliteracies and challenge the foundations of English language teaching, by proposing other ways of articulating meanings and experiences outside of language.
Disclosure statement
No potential conflict of interest was reported by the author(s).