Decolonizing classroom discourse: insights from interactional research
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Daisuke Kimura [1] ; Aurora Tsai [2]
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[1] Waseda University
Waseda University
Japón
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[2] University of Tokyo in the Global Education Center. Japan
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- Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 77, Nº 3, 2023, págs. 327-337
- Idioma: inglés
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Resumen
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.
