'Dialogue Not Decoration' – Personal Reflections on Professional Identity and Practice in English Teaching. Issue 4 (2nd October 2021)

• Record Type: Journal Article
• Authors: Tarpey, Paul
• Is Part Of: Changing English. Volume 28:Issue 4(2021)
• Page Start: 370
• Page End: 383
• Publication Date: 2021-10-02
• Subjects: Dialogism -- Bakhtin -- Freire -- conscientization -- reflection -- reflexivity; English literature -- Study and teaching -- Periodicals; English language -- Study and teaching -- Periodicals; 410
• DOI: 10.1080/1358684X.2021.1934401
• Languages: English
• ISSNs: 1358-684X

Abstract

ABSTRACT: In this article I reflect on the early formation of my professional identity and practice. I argue that much of my early practice was 'decorative' in that it masked dominant structures and discourses that often limited learning opportunities. I consider how a dialogic approach to school English is important for offering more authentic teaching and learning experiences within present circumstances dominated by a narrow curriculum focus on canonical literature, Standard English grammar and summative assessment. I end by offering an alternative, through examples of reflective and dialogic practice, aimed at providing students with a more authentic and meaningful learning experience.