Cultivating Multivocality in Language Classrooms: Contribution of Critical Pedagogy-Informed Teacher Education

Khatib, Mohammad; Miri, Mowla

doi:10.1080/15427587.2015.1137197

Cited by 24 publications

(14 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, I should have discussed the awkward session with her afterward. Despite Fitri's problematic session, overall the TLs' critical consciousness of Papuan ELLs' struggles grew over time as they were involved in the critical needs analysis and exercised “dialogic engagement” (Hawkins & Norton, 2009, p. 36; Khatib & Miri, 2016) with their ELLs during the teaching sessions. There were also moments when the TLs scaffolded grammar learning and the production of English expressions (e.g., “It [seems] to me that my lecture[r] is fair” [see Figure 3]; “when we [smile] … we can be [friends]” [see Table 3]).…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, dialogues between critical language TEs and their TLs have been empirically documented. Khatib and Miri (2016) demonstrated a dialogic Iran-based English TL. After participating | 3 of 18 MAMBU in a CP-oriented teacher education program, the TL fostered "multivocality" (i.e., a state where students' multiple voices emerged in classroom discourse) in his class by utilizing first language (L1), open-ended "referential questions, "delaying error correction," and "welcoming student initiations" (p. 98).…”

Section: Cp and English Language Teacher Educationmentioning

confidence: 99%

“…CP in language education has flourished since the late 1970s (Crawford‐Lange, 1981). It has also been theoretically expanded beyond the Freirean perspective (Kubota & Miller, 2017) in English language classrooms and English language teacher education programs globally (e.g., Akbari, 2008; Crawford & Filback, 2022; Crookes, 2013, 2021; Gray, 2019; Khatib & Miri, 2016; Pessoa & de Urzêda‐Freitas, 2012; Sharma & Phyak, 2017), including in Indonesia (Gustine, 2018; Gustine & Insani, 2019; Mambu, 2018).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Co‐constructing a critical ELT curriculum: A case study in an Indonesian‐based English language teacher education program

Mambu

2022

TESOL Journal

View full text Add to dashboard Cite

The current case study investigated how teacher‐learners (TLs) in an Indonesia‐based undergraduate English language teacher education program learned to apply critical pedagogy (CP) when co‐constructing a critical English language teaching (ELT) curriculum with English language learners (ELLs). CP insights into ELT and second language teacher education are synthesized as a theoretical framework to shed light on how the TLs co‐constructed the critical curriculum. This qualitative research study triangulated data collected from (1) audio‐recorded dialogues between three TLs and their teacher educator (TE) in multiweek classes, (2) video‐recorded teaching sessions when TLs taught ELLs from Papua, and (3) curricular documents and the TLs' reflections submitted on a learning management system. The findings suggest that TLs could raise their critical awareness of (un)fairness or inequalities experienced by ELLs while co‐constructing components of a critical ELT curriculum (i.e., needs analysis, learning objectives, syllabus design, materials development, and lesson planning). TLs' critical consciousness emerged when practicing dialogues with ELLs. Ultimately, reflexivity allowed TLs and their TE to envision improvements of the critical ELT curriculum.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Cp and English Language Teacher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Co‐constructing a critical ELT curriculum: A case study in an Indonesian‐based English language teacher education program

Mambu

2022

TESOL Journal

View full text Add to dashboard Cite

show abstract

“…Abednia's (2012) attempt at developing a course of critical English language teacher education and examining teachers' transformed identity conceptions is perhaps the most notable work in this area. More recently a few studies have also addressed issues such as teachers' professional identity, teacher agency, and multivocality in teaching practices from some kinds of critical standpoints (Dadvand, 2015; Eslamdoost, King, & Tajeddin, 2020; Khatib & Miri, 2016; Mirzaee & Aliakbari, 2018; Soodmand Afshar & Movassagh, 2021). Nonetheless, the unexamined long‐term construction of English teachers' perception of their sociocultural roles and responsibilities is a research issue that does invite consideration based on a rarely adopted narrative inquiry approach in this context.…”

Section: English Teaching As a Sociocultural Undertakingmentioning

confidence: 99%

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Mirhosseini

Bayat

2022

TESOL Quarterly

View full text Add to dashboard Cite

Although critical views of language education have redefined teacher roles, teachers' understanding of their own position within the ideological contestations surrounding language teaching is not widely investigated. This narrative study explores the perspectives of three Iranian English language teachers on the sociocultural roles and responsibilities that they may assume for themselves and examines how such perspectives are shaped. In extensive multi‐session narrative interviews, the participants shared their stories of becoming a teacher, starting from their retrospection on teacher roles during their language learning. Our narrative analysis depicts their different trajectories of shaping conceptions of language teachers' sociocultural roles in three stages: as a language learner, as a student teacher, and as a beginner teacher. On this basis, their narrative accounts of becoming English teachers appear to indicate that critical sociocultural views still play a marginal role in actual teacher preparation processes and the field needs to further embrace critical approaches to language teacher education aimed at raising English language teachers' awareness of their sociocultural responsibility. Moreover, our participants' narratives illustrate that understanding the genesis of language teachers' teaching philosophies requires a wide perspective of their long‐term background of learning (to teach) the language.

show abstract

“…Additionally, an entire edited volume titled Critical Pedagogies and Language Learning brought together the work of a variety of scholars interested in critical perspectives on language education in globally diverse sites of practice (Norton & Toohey, 2004) and a recent special issue of the journal Critical Inquiry in Language Studies was dedicated to Reexamining and Re-envisioning Criticality in Language Studies: Theories and Praxis with articles that partly engage with Critical Pedagogy (Kubota & Miller, 2017). The same journal has been hosting since 2004 an important number of articles that discuss Critical Pedagogy theoretical and classroom-based engagements (see, for example, Alford & Kettle, 2017;Sharma & Phyak, 2017;Khatib & Miri, 2016;Muirhead, 2009;Kubota & Austin, 2007;Shin & Crookes, 2005).…”

Section: Critical Pedagogy In Language Teaching and Learningmentioning

confidence: 99%

Introduction to the Special Issue on Critical Pedagogies

Gounari¹

2020

View full text Add to dashboard Cite

Language is a 'war zone'," Kenyan author Ngũgĩ wa Thiong'o powerfully notes (Inani, 2018, para. 17). In trying to conceptualize and define Critical Pedagogy in the current historical moment for the teaching and learning of languages, this seems the most appropriate definition. After all, language teaching and learning are neither politically neutral, nor ahistorical, nor free of ideological considerations. On the contrary, language as a site of power, ideological tensions, political and financial interests, hierarchies, and symbolic and material violence, is most definitely a war zone. War is being waged over which languages have more "value" or are "worth learning;" which languages are at the core and the periphery and how they got there; what the goals of language learning should be; what counts as knowledge and what should be taught; in what ways particular theoretical, curricular, methodological, and other choices marginalize and oppress certain languages, their speakers, and their interests, reproducing racism, sexism, classism, ableism, and so forth; and how language learning is connected to political economy, to name just a few of the "battlefields." This Special Issue of L2 Journal comes out at a very unusual historical juncture. The year 2020 is being registered in our lives and in our collective imaginary as the year that has radically changed human life as we know it. A pandemic of historic proportions has ruptured our existence and shaken our sense of "normalcy," redefining human life and relations, teaching, learning, and labor. At the same time, an unprecedented and long overdue wave of demonstrations, protests, and mobilizations, triggered by the murder of another Black man by the police, brought to the fore once more the Black Lives Matter movement, capturing the ongoing oppression, discrimination, violence, and systemic racism against people of color in the United States. Both events and their consequences are forcing us to rethink our pedagogies. How are we, as academics, researchers, and language educators, engaging with this social and political reality? How do we educate and raise educators' and students' critical consciousness, so that they will always find themselves on the right side of history? If we want to claim doing engaged scholarship that truly aims at improving the lives of students, their families, their communities, and our society, we must be ready to talk about the workings of Gounari Introduction

show abstract

Cultivating Multivocality in Language Classrooms: Contribution of Critical Pedagogy-Informed Teacher Education

Cited by 24 publications

References 35 publications

Co‐constructing a critical ELT curriculum: A case study in an Indonesian‐based English language teacher education program

Co‐constructing a critical ELT curriculum: A case study in an Indonesian‐based English language teacher education program

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Introduction to the Special Issue on Critical Pedagogies

Contact Info

Product

Resources

About