Cultivating Multivocality in Language Classrooms
Contribution of Critical Pedagogy-Informed Teacher Education
Bibliographic Data
| ID | 21175324 |
|---|---|
| Authors | Mohammad Khatib (0000-0001-9079-4534, Allameh Tabataba'i University), Mowla Miri (Allameh Tabataba'i University, corresponding author) |
| Year | 2016 |
| Volume | 13 |
| Issue | 2 |
| Pages | 98-131 |
| Publication date | 2016-04-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Inquiry in Language Studies (JOURNAL) |
| Journal identifiers | ISSN: 1542-7587 • E-ISSN: 1542-7595 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15427587.2015.1137197 |
| OpenAlex | W2338885099 |
| Language | EN |
| Citations received | 7 |
| References cited | 36 |
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
Conversation · Mathematics education · Optics · Pedagogy · Physics · Teacher education · Teacher Preparation · Communication · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology
Pedagogías críticas para la enseñanza del inglés
Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education
Students’ perceptions of student voice in assessment within the context of Iran
Conceptualizing student voice in teacher-student curriculum partnerships within Iran’s higher education
When inquiry is seen as resistance to change
“Teacher, Man Mitoonam …?”
Probing the Sociocultural Relevance of Tesol in Three Stories of Becoming an English Teacher
Investigating Classroom Discourse
Exploring Classroom Discourse
Research Methods in Education
Critical Pedagogies and Language Learning
Conversation Analysis
Empowering Education
The Politics of Education
Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development
Narrative inquiry as a mediational space
Impoliteness in Language
‘Stretch your answers’
Critical Applied Linguistics
Theory and Resistance in Education
Teachers’ professional identity
The zone of proximal teacher development
Conversation Analysis and language learning
The inseparability of cognition and emotion in second language learning
Analyzing Single Episodes of Interaction
Moving out of IRF (Initiation‐Response‐Feedback)
Talking Back
Task-based second language learning
Opening up Closings
Learning from Young Adolescents
Claiming Insufficient Knowledge
| Citations per year | 1.17 |
|---|---|
| Citation span | 2020 - 2024 (5) |
| Highly cited | No |