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Cultivating Multivocality in Language Classrooms: Contribution of Critical Pedagogy-Informed Teacher Education
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Khatib, Mohammad; Miri, Mowla – Critical Inquiry in Language Studies, 2016
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…
Descriptors: Critical Theory, English (Second Language), Second Language Learning, Second Language Instruction