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

Autor/inn/en	Khatib, Mohammad; Miri, Mowla
Titel	Cultivating Multivocality in Language Classrooms: Contribution of Critical Pedagogy-Informed Teacher Education
Quelle	In: Critical Inquiry in Language Studies, 13 (2016) 2, S.98-131 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2015.1137197
Schlagwörter	Critical Theory; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Education Programs; Metalinguistics; Native Language; Language Usage; Error Correction; Questioning Techniques; Teaching Methods; Discourse Analysis; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Kritische Theorie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Metalanguage; Metasprache; Sprachgebrauch; Korrektur; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Ausland
Abstract	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 wait-time," "frequent interruptions," "overextended teacher turns," "rejecting student self-initiated turns," "excessive emphasis on metalinguistic terms," and "prohibiting L1 use." Conversely, after the TEP, it was found that the teacher enhanced multivocality via strategies such as "extending wait-time," "delaying error correction," "reducing teacher echo," "using referential questions," "welcoming student initiation," and "using L1." Finally, some implications for teachers and teacher educators are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01