Cultivating Multivocality in Language Classrooms: Contribution of Critical Pedagogy-Informed Teacher Education
| Autor: | Mohammad Khatib, Mowla Miri |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
060201 languages & linguistics
Linguistics and Language Teaching method Discourse analysis First language 05 social sciences Metalinguistics 050301 education 06 humanities and the arts Language and Linguistics Teacher education Critical pedagogy Education Conversation analysis Critical theory 0602 languages and literature Pedagogy Sociology 0503 education |
| Zdroj: | Critical Inquiry in Language Studies. 13:98-131 |
| ISSN: | 1542-7595 1542-7587 |
| DOI: | 10.1080/15427587.2015.1137197 |
| Popis: | Transmission-based language classrooms have been mostly dominated by teachers' authority, as reflected in IRF (Teacher Initiation, Student Response, Teacher Follow up/Feedback) architecture of their discourses. By contrast, Critical Pedagogy (CP) has been after fostering multivocality in and out of classroom borders. Which qualities of teacher talk can cultivate multivocality has remained underexplored, however. To address this lacuna, two typical sessions of an English language teaching (ELT) teacher, totalling 210 minutes, were audio- and video-recorded, narrowly transcribed and analyzed through Conversation Analysis (CA) methodology. Then the teacher participated in a CP-informed teacher education program (TEP) lasting 20 sessions, whose focus of six was on multivocality. After the TEP, another two sessions of the teacher's classroom was recorded and analyzed. Results of the study revealed that before the TEP, the growth of multivocality was curbed by some teacher moves such as “teacher echo,” “limited... |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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