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 Ojibwe, Japanese, French, and English language pedagogy. In this introductory article to the special issue, we set the stage for the 7 empirical articles by offering much‐needed definitions for the concepts of ‘LLT materials’ and ‘materials use.’ These definitions are based on a metasynthesis (i.e., an integrative qualitative analysis) of all of the materials used throughout the 7 empirical articles. Additionally, we explore sociomaterialism as a compelling and well‐suited framework for the study of materials in use. Sociomaterialism is not a unified theory but rather a research orientation that seeks to examine connections between the social and the material world. In addition to substantively and theoretically advancing the field, all the articles of this special issue also have practical implications for language pedagogy.

中文翻译：

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从社会材料角度经验性地定义所使用的语言学习和教材

语言学习和教学（LLT）材料（如教师制作的讲义，教科书和高架投影胶片）是全球语言教室的核心要素。但是，语言学生和教师如何真正地与LLT材料互动和使用它一直是研究的重点。作为回应，本期杂志提供了基于教室的语言教育“材料使用”研究的第一本汇编，其中包括有关奥吉布韦，日语，法语和英语语言教学法的研究。在本期特刊的介绍性文章中，我们通过提供“ LLT材料”和“材料用途”的概念急需的定义，为这7篇经验性文章奠定了基础。这些定义基于对7篇经验文章中使用的所有材料的综合合成（即，综合定性分析）。此外，我们将社会唯物主义探索为研究所用材料的一种引人入胜且非常适合的框架。社会唯物主义不是统一的理论，而是旨在研究社会与物质世界之间联系的研究方向。除了实质性地和理论上地推动该领域外，本期特刊的所有文章也对语言教学法产生了实际的影响。