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In this chapter the concept of rhizocurriculum is created through the analysis of several real-life examples of nomad-education in two adult immigrant language classrooms. Such instances are characterized by immanent relations that exhibit the potential to disrupt the expected curricular path and create an unpredicted rhizocurriculum. The analysis juxtaposes the principles of Deleuze and Guattari’s rhizome with Deleuzian curriculum theorizing and classroom-based data collected under the auspices of a larger qualitative study in an English as a second language (ESL) program. Rhizocurriculum suggests potentially more satisfying ways of responding to the vicissitudes of life in ESL classrooms for both experienced and novice teachers and has practical implications for ESL teaching and teacher training.

In: Deterritorializing Language, Teaching, Learning, and Research
In: Multiple Literacies Theory