Speakers
Description
This collaborative inquiry examines how TEFL can be decolonized in multilingual Qazaqstan by elevating the Qazaq language and culture while addressing the post/neocolonial and imperial influences of Russian and English. As a dialogic community, researchers critically reflect on and glocally transform their teaching practices by integrating decolonial perspectives, translanguaging, and culturally responsive materials. Findings highlight how dialogic communities foster critical pedagogical shifts, empowering multilingual students and promoting linguistic equity.
Summary
This collaborative inquiry examines how TEFL can be decolonized in multilingual Qazaqstan by elevating the Qazaq language and culture while addressing the post/neocolonial and imperial influences of Russian and English. As a dialogic community, researchers critically reflect on and glocally transform their teaching practices by integrating decolonial perspectives, translanguaging, and culturally responsive materials. Findings highlight how dialogic communities foster critical pedagogical shifts, empowering multilingual students and promoting linguistic equity.
| Teaching Context | Junior/senior high-school |
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