Decolonizing classroom discourse: Insights from interactional research.
Decolonizing classroom discourse: Insights from interactional research.
复制标题
课堂话语去殖民化：互动研究的见解。
DOI：
10.1093/elt/ccad008
复制
发表时间：
2023
期刊：
影响因子：
2.5
通讯作者：
Aurora
中科院分区：
文献类型：
--
作者：
Kimura;Daisuke & Tsai;Aurora
为了促进英语教学的非殖民化，本文探讨了课堂互动的微观分析研究在瓦解殖民霸权势力方面的潜力。微观分析研究提供了一个逐步的，分钟检查的互动话语，它有能力揭示官方政策/参与者的信念和实际的沟通做法之间的差距。为了做好背景介绍，我们在文章的开头开始概述了我们在日本的经历，并回顾了之前报道教师在英语课堂上面对殖民主义时的挣扎和反应的研究。然后，我们转向微观分析研究，以显示这一系列的工作可能会补充正在进行的努力，通过突出参与者的足智多谋和机构在改写现有的规范和结构的非殖民化英语教学。最后，我们认为未来的方向去殖民化英语课堂互动研究和教学，强调教学反思和实践的微观分析的见解的启示。
With the goal of contributing to ongoing efforts to decolonize ELT, this article addresses the potential of microanalytic research into classroom interaction in disrupting hegemonic forces of coloniality. Microanalytic research provides a step-by-step, minute examination of interactional discourse, and it has the capacity to reveal gaps between official policies/participants’ beliefs and actual communication practices. To set the scene, we begin the article with a sketch of our experience in Japan and a review of previous studies reporting on teachers’ struggles and responses in confronting coloniality in the ELT classroom. We then turn to microanalytic research to show how this strand of work may complement ongoing efforts towards decolonizing ELT by foregrounding participants’ resourcefulness and agency in rewriting existing norms and structures. In closing, we consider future directions for decolonizing ELT classroom interaction research and pedagogy, emphasizing the affordances of microanalytic insights for pedagogical reflection and practice.