Toward More Inclusive Classroom Practices in the Turkish EFL Contexts: A Case Study on the Integration of Critical and Dialogic Approaches to Field Placement

Date

2024-01-01

Author

Kizildağ, Ayşe
Kaçar, Işıl Günseli

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

16
views

0
downloads

Cite This

Educational settings in the twenty-first century, with linguistically and culturally diverse learner/teacher profiles, put a heavy emphasis on the integration of critical and dialogic pedagogical practices. Dialogic approaches incorporate opportunities for students’ co-participation and co-construction of thoughts, as well as their engagement in multifarious viewpoints and a boost in their self awareness and respect for others. In addition, critical approaches entail students to launch an inquiry into their established set of beliefs, new knowledge and non-inclusive “inequitable circumstances with a view toward social changes” (Kibler, etal., 2021, p.16). Considering students’ diverse cultural and linguistic backgrounds as affordances and assets in the learning process, critical and dialogic education (CDE) promotes inclusive and equitable practices. Such practices provide fertile learning spaces for students through multivocality. In other words, each student’s participation in CDE with their own assets, unique opinions, and stances about the topic under discussion would provide productive spaces for active and inclusive learning. For example, hearing their differing and/or similar perspectives, synthesizing and analyzing various opinions, and expanding their own repertoires might form a basis for opening up multivocality in the participatory educational settings, in return creating more inclusive learning spaces for students in teacher education programs, and for the children and adults they will teach in the future.

URI

https://www.bloomsburycollections.com/monograph?docid=b-9781350342101
https://hdl.handle.net/11511/117831

Collections

Department of Foreign Language Education, Book / Book chapter