Abstract
This article offers a critical intercultural perspective to English as a Foreign Language (EFL) education inspired by Freire's conceptualisation of dialogue required in contexts where teachers must comply with hegemonic language policies. Drawing on an ethnographic study with Yusef, a Palestinian-Arab EFL teacher in Israel, I examine how intercultural critical dialogue within EFL education is seen from the margins. Analysis of interviews, classroom interactions, and policy documents underscores the political agency of Yusef and his students and their response to imposed linguistic/educational subjectivities. Undertaking a critical intercultural stance enables marginalised communities to deconstruct their invisibility and contest asymmetrical power divisions.
| Original language | English |
|---|---|
| Pages (from-to) | 515-529 |
| Number of pages | 15 |
| Journal | Language and Intercultural Communication |
| Volume | 21 |
| Issue number | 4 |
| DOIs | |
| State | Published - 2021 |
| Externally published | Yes |
Bibliographical note
Publisher Copyright:© 2021 Informa UK Limited, trading as Taylor & Francis Group.
Keywords
- communities
- conflict-ridden contexts
- critical pedagogy
- EFL
- intercultural dialogue
- marginalised
ASJC Scopus subject areas
- Communication
- Linguistics and Language