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

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dc.contributor.authorKızıldağ, Ayşe
dc.contributor.authorKaçar, Işıl Günseli
dc.date.accessioned2024-07-16T12:59:11Z
dc.date.available2024-07-16T12:59:11Z
dc.date.issued2024
dc.departmentEğitim Fakültesi
dc.description.abstractEducational 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.
dc.identifier.endpage166en_US
dc.identifier.isbn978-135034208-8, 978-135034207-1
dc.identifier.scopusqualityN/A
dc.identifier.startpage147en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12451/12138
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherBloomsbury Publishing Plc.
dc.relation.ispartofCritical Dialogic TESOL Teacher Education: Preparing Future Advocates and Supporters of Multilingual Learners
dc.relation.publicationcategoryKitap Bölümü - Uluslararası
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectToward More Inclusive Classroom
dc.titleToward More Inclusive Classroom Practices in the Turkish EFL Contexts: A Case Study on the Integration of Critical and Dialogic Approaches to Field Placement
dc.typeBook

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