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

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 motivate 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, et al., 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.