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.

摘要

在这篇文章中，我反思了我的职业身份和实践的早期形成。我认为我早期的大部分实践都是“装饰性的”，因为它掩盖了通常限制学习机会的主导结构和话语。我认为在当前的情况下，学校英语的对话方法对于提供更真实的教学和学习体验是多么重要，这些课程侧重于规范文学、标准英语语法和总结性评估的狭隘课程。最后，我通过反思和对话实践的例子提供了一个替代方案，旨在为学生提供更真实、更有意义的学习体验。