English for speakers of other languages (ESOL) classrooms for recently arrived immigrant English learners are important contexts to help students acquire language skills and adapt to the host country’s social norms. In the United States, resources on how to help these learners navigate moral and cultural norms expected in the school system are almost nonexistent, and there is limited research on this topic. Framed in critical dialogic education (Kibler, Valdés, & Walqui, 2020), this study addressed this gap by examining one ESOL teacher’s implementation of her self-designed virtues-based curriculum and how she negotiated classroom interactions with one of her refugee-background students. Data included fieldnotes from observations, interviews, and classroom artifacts. Findings reveal that the teacher adopted critical and dialogic approaches to implementing her curriculum, creating opportunities for the student to assume the role of a legitimate partner in classroom talk. More importantly, he engaged in critical dialogic interactions not only with teachers or peers, but with his own dynamic beliefs, critically interrogating these beliefs and his perceptions of the world and the inequalities in it. The author presents theoretical and pedagogical implications for how critical dialogic education can facilitate students’ academic and social adjustment in ESOL contexts.

中文翻译：

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通过基于美德的课程重新构想 ESOL 课堂：对批判性对话教育的贡献

为新来的移民英语学习者开设的外语英语 (ESOL) 课堂是帮助学生获得语言技能和适应东道国社会规范的重要环境。在美国，关于如何帮助这些学习者驾驭学校系统所期望的道德和文化规范的资源几乎不存在，而且关于该主题的研究也很有限。本研究以批判性对话教育为框架（Kibler、Valdés 和 Walqui，2020 年），通过检查一位 ESOL 教师实施她自己设计的基于美德的课程以及她如何与她的一名难民背景学生协商课堂互动来解决这一差距. 数据包括来自观察、采访和课堂人工制品的现场笔记。调查结果显示，老师采用批判性和对话性的方法来实施她的课程，为学生创造机会在课堂谈话中扮演合法伙伴的角色。更重要的是，他不仅与老师或同龄人进行了批判性对话互动，而且与他自己的动态信念进行了批判性对话互动，批判性地质疑这些信念以及他对世界及其中的不平等的看法。作者提出了批判性对话教育如何促进学生在 ESOL 环境中的学术和社会适应的理论和教学意义。而是用他自己充满活力的信念，批判性地质疑这些信念和他对世界及其不平等的看法。作者提出了批判性对话教育如何促进学生在 ESOL 环境中的学术和社会适应的理论和教学意义。而是用他自己充满活力的信念，批判性地质疑这些信念和他对世界及其不平等的看法。作者提出了批判性对话教育如何促进学生在 ESOL 环境中的学术和社会适应的理论和教学意义。