Nesta pesquisa narrativa (CLANDININ; CONNELLY, 2000, 2011, 2015; CLANDININ, 2013), eu investiguei narrativamente as experiências de autoria vividas com meus alunos nas aulas de Inglês em uma escola pública em Uberlândia – MG. A pesquisa narrativa considera os termos-chave temporalidade, sociabilidade e lugar como parte do espaço tridimensional da pesquisa narrativa, um espaço de pesquisa criado no relacionamento entre o pesquisador e os participantes. Essa metodologia é baseada em uma ontologia deweyana da experiência. Meus alunos do sexto ano (o Everton, a Kamilly Vitória, a Lowise e a Manoela) e a Larissa, mãe da Lowise, contam como viveram suas experiências de autoria na escola, e eu narro minhas experiências de tentativas de autoria da prática docente. Entre as contribuições para a área da Linguística Aplicada, considero, principalmente, as discussões sobre o processo de escrita em língua inglesa, sobre o processo de elaboração de materiais por parte dos professores de línguas, sobre as formas de avaliação nas aulas da escola pública e as possibilidades de trabalho com gêneros para ensinar e aprender inglês. Depois de investigar narrativamente as histórias vividas e narradas, eu as recontei e compreendi que as experiências de autoria que eu, o Everton, a Kamilly Vitória, a Manoela, a Lowise e a Larissa vivemos foram possíveis porque nós compartilhamos autoridade (OYLER, 1996) nas aulas de Inglês. Os resultados dessa pesquisa foram os seguintes: (1) Nós tivemos autoridade narrativa (OLSON, 1995) para vivermos histórias de liberdade, singularidade, responsabilidade e protagonismo, sempre considerando o aspecto ético-relacional da pesquisa narrativa (CLANDININ, 2013). (2) Nós nos tornamos autores quando deixamos nossa assinatura (MELLO, 2012a; CLANDININ; CONNELLY, 2000, 2011, 2015) na paisagem do conhecimento profissional, expressando nosso conhecimento prático pessoal (CLANDININ; CONNELLY, 1995). (3) As histórias de autoria foram construídas por meio das histórias que contamos e dos textos que produzimos nas aulas de Inglês, construídos na e pelas experiências vividas nas comunidades de construção de conhecimento (CRAIG, 1995; OLSON; CRAIG, 2001, 2002) que formamos. / In this narrative inquiry (CLANDININ; CONNELLY, 2000, 2011, 2015; CLANDININ, 2013), I narratively inquired into the experiences of authorship of the students I lived alongside in our English classes at a public school in Uberlândia - MG. Narrative inquiry considers the narrative commonplaces of temporality, sociality, and place as part of the three-dimensional inquiry space, a research space shaped in the relationships of the participants and the researcher. This methodology is based on a Deweyan ontology of experience. The grade six students Everton, Kamilly Vitória, Lowise, and Manoela, and Larissa (Lowise's mother), tell how they lived their experiences of authorship at school, and I tell my experiences of authoring my practice and the development of my signature as a teacher. Among the contributions to the area of Applied Linguistics, I consider, mainly, the discussions about the writing process in English, about the process of elaboration and creation of materials by language teachers, about the forms of assessment in English classes in public schools, and the possibilities of working with genres to teach and learn English. After inquiring into the stories we lived and told, I retold them and understood that the experiences of authorship that Everton, Kamilly Vitória, Manoela, Lowise, Larissa, and I lived were possible because we shared authority (OYLER, 1996) in English classes. The findings for this research are as follows: (1) We had narrative authority (OLSON, 1995) to live stories of freedom, singularity, responsibility and protagonism, always considering the ethicalrelational aspect of narrative inquiry (CLANDININ, 2013). (2) We become authors when we leave our signature (MELLO, 2012a, CLANDININ, CONNELLY, 2000, 2011, 2015) on the professional knowledge landscape of schools, expressing our personal practical knowledge (CLANDININ, CONNELLY, 1995). (3) We did this through the stories we told and texts we produced in English classes, built in and by the experiences lived in the knowledge communities (CRAIG, 1995; OLSON, CRAIG, 2001, 2002) we created. / Tese (Doutorado)

O presente trabalho tem como objetivo investigar cinco contextos de ensino de língua inglesa nos níveis fundamental e médio de escolas públicas e particulares. Trata-se de uma pesquisa qualitativa de caráter etnográfico que se realizou a partir de entrevistas com coordenadores, professores e monitores das escolas participantes deste estudo; de gravações de aulas feitas em áudio onde atuei como pesquisadora-observadora; de notas de campo e material coletado durante a pesquisa (trabalhos de alunos, material didático utilizado pelos professores, folhetos informativos sobre as escolas). O estudo destes contextos revelou que língua inglesa é interpretada como disciplinaproblema e, portanto, tende a receber um tratamento diferenciado por parte das escolas que procuram ministrar tal disciplina a partir do estabelecimento de formas alternativas de ensino: a parceria entre um colégio particular de ensino fundamental e médio e uma escola de línguas, a criação de um Centro de Línguas próprio dentro de um colégio, a terceirização do ensino de inglês em um colégio de ensino fundamental e médio, a utilização de uma Disciplina-Projeto de inglês para o ensino médio em uma escola da rede pública e Aulas de Revisão para alunos do terceiro ano do ensino médio de escolas públicas visando o aprendizado de leitura. A partir do diagnóstico de inglês como disciplina-problema, houve a percepção de que há um embate entre o tradicional e o novo no ensino de inglês. Tal conflito reside no fato de que as escolas buscam inovações pedagógicas que as situem como mais adequadas e eficientes às propostas educacionais contemporâneas, porém, ao mesmo tempo, parecem sofrer abalos na sustentabilidade de seus próprios projetos devido às inevitáveis influências presentes nas sociedades pós-modernas: por exemplo, a atribuição de se \"dominar\" o idioma estrangeiro inglês como exigência para se tornar parte do mundo globalizado e de se conseguir um bom emprego no futuro. Os dados deste estudo igualmente assinalaram a questão da mercantilização do ensino de inglês decorrente das demandas globais e em um grupo de comunidades educacionais locais onde, nos bastidores, inglês é percebido como disciplina-problema. / The purpose of this study is to investigate five contexts of English language teaching and learning within the scope of elementary and high school levels of public and private institutions. This is a qualitative research with ethnographic characteristics which was conducted through interviews with coordinators, teachers, and monitors from schools; audiorecordings of classes where I acted as an observer-researcher; classroom notes; and material gathered during the research (students\' homework assignments, didactic material used by teachers, leaflets concerning those schools). The study of these contexts has revealed that the English language is interpreted as a synonym of a \"subject of problems\", and therefore it may be handled in a different manner by schools which try to teach it by establishing alternative ways: the partnership between a private elementary and high school and a language school; a private school which created its own language center; an outsourcing of English language teaching adopted by a private elementary and high school; a special subject where students are supposed to learn English through projects in a public high school; and English revision classes for third-year secondary students of public schools which focus on teaching reading. According to the diagnosis of English as a \"subject of problems\" there is a \"clash\" between the traditional and the new in English teaching and learning. Such conflict is aroused from the searching for new pedagogic innovations used by schools in order to become more efficient and adequate for contemporary educational propositions. However, at the same time, these alternatives chosen by schools cannot sustain their own projects owing to the inevitable influences in post-modern societies: for instance, to \"master\" English as a foreign language as a requirement for taking part in a globalized world, as well as for getting a good job in the future. The data of this study have equally stressed the question of English as a \"market product\" in view of global demands in local educational communities, the background of which includes the interpretation of English as a \"subject of problems\".

Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This thesis relates to the line of research Educators Training, Knowledge and Skills, which is linked to the Program of Post-Graduation in Education (PPGED) from the Federal University of Sergipe (UFS). It was conducted between 2014 and 2018, and it aimed at understanding how the theories of literacies contribute to the expansion of perspectives of public school English teachers, as for the multimodality that is present in educational materials, considering the role English teaching can play for the development of critical citizenship. This is a qualitative multireferential research that was conducted under the perspective of research training; and it adopted the following instruments: field journal, audio recordings, semistructured interviews, and documental analysis. The focus of the investigation was on the meanings that were built in the practices of literacies, which involved readings of visual texts (images) and other multimodal elements, highlighting the importance of critical literacies. The research was developed in the context of in-service English teacher education and the investigation involved the schoolbook for it is the most present resource in the practices of those teachers. The research participants teach at public schools that are located in different municipalities in the state of Sergipe; which represented a positive element for the development of this investigation, due to the character of diversity of experiences and contexts. The theories of literacies gave support to the problematizations that were made as for the relationship between education, English teaching, neoliberalism, educational materials, National Textbook Program (PNLD), globalization, and the multimodal character of communication. The main results indicate that the activities that were conducted along with the teachers contributed to the expansion of their perspectives by development new ways to deal with multimodal readings of educational materials, considering the role that English teaching can play in the education of critical citizens. / Esta tese está inserida na linha de pesquisa Formação de Educadores Saberes e Competências, vinculada ao Programa de Pós-graduação em Educação (PPGED), da Universidade Federal de Sergipe (UFS). Foi desenvolvida no período de 2014 a 2018, tendo por objetivo compreender de que maneira as teorias dos letramentos contribuem para a expansão de perspectivas de docentes de inglês da rede pública, quanto à multimodalidade presente nos materiais didáticos, considerando-se o papel que o ensino de língua inglesa pode desempenhar na formação da cidadania crítica. Esta pesquisa qualitativa-multirreferencial foi conduzida sob a perspectiva da pesquisa-formação, utilizando-se dos seguintes instrumentos: diário de campo, questionários, gravações em áudio, entrevistas semiestruturadas e análise documental. O foco da investigação esteve nos significados que foram construídos nas práticas de letramentos que envolveram leituras de textos visuais (imagens) e outros elementos multimodais, ressaltando a importância dos letramentos críticos. A pesquisa se desenvolveu no contexto de formação continuada de professores e a investigação envolveu o livro didático, por ser esse recurso o mais presente nas práticas daqueles docentes. Os participantes da pesquisa lecionam em escolas localizadas em diferentes municípios do estado de Sergipe, uma condição positiva para o desenvolvimento desta pesquisa, devido ao caráter de diversidade de experiências e contextos. As teorias dos letramentos embasaram as problematizações feitas a respeito das relações entre educação, ensino de inglês, neoliberalismo, material didático, Programa Nacional do Livro Didático (PNLD), globalização e o caráter multimodal da comunicação. Os principais resultados indicam que as atividades conduzidas no módulo contribuíram para que novos olhares fossem lançados a respeito de leituras multimodais de materiais didáticos, considerando-se o papel que o ensino de inglês pode desempenhar na formação de cidadãos críticos. / São Cristóvão, SE

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / RESUMO A motivaÃÃo para desenvolver essa pesquisa originou-se do fato de que os alunos nÃo aprendiam InglÃs na sala de aula, em uma escola pÃblica de Campo Grande (MS), em 2002. A questÃo principal para esse estudo foi: Por que os alunos nÃo aprendem InglÃs no Ensino Fundamental? E os objetivos desta pesquisa foram: mostrar as expectativas dos alunos, com relaÃÃo ao processo de ensino e de aprendizagem do InglÃs, analisar as falas dos professores sobre os processos de ensino e de aprendizagem da LÃngua Inglesa e de suas prÃticas pedagÃgicas. Os sujeitos da pesquisa foram: alunos e professores da 8 sÃrie do Ensino Fundamental da rede pÃblica e particular de Campo Grande-MS. O instrumento para anÃlise dos dados coletados constituiu-se na tÃcnica da AnÃlise de ConteÃdo. A anÃlise dos dados levantados mostrou que os alunos nÃo sabem porque aprendem o InglÃs, nÃo tÃm posicionamentos ou justificativas, quanto ao significado de aprender esta lÃngua-alvo e a maioria deles ainda afirma que nÃo gosta da maneira como o seu professor ensina este idioma. Os professores tambÃm revelam que desconhecem as normatizaÃÃes que determinam o ensino de InglÃs nas escolas e que nÃo tÃm um referencial teÃrico definido para orientar a prÃtica docente. O estudo possibilitou-me atingir alguns âpontos de chegadaâ, como por exemplo: indicaÃÃes de que os alunos nÃo agÃentam mais aprender o InglÃs pela abordagem tradicional do ensino de idiomas e que a aÃÃo do professor de LÃngua Inglesa precisa ser norteada por uma prÃtica crÃtico-reflexiva que o possibilita a reconhecer o que està fazendo em sala de aula e mudar sua aÃÃo pedagÃgica se necessÃrio for, diante das expectativas e necessidades dos seus alunos. / ABSTRACT The motivation for this research was the fact that the students didnât learn English in the classroom at a public school in 2002. The main question for this research was: Why havenât the students learned English at the end of the Junior High School? So, the aims of this research were: show the studentâs expectations towards the English Teaching and Learning Process and analyzing the speech of their teachers about the English Learning Acquisition Process and the English Teaching Process and also their practice in the classroom. The ones who got involved in this research were students and teachers respectively from the 8th grade of a public and private Junior High Schools in Campo Grande-MS. The used methodological tool for this research was the Analyses of the Speech. Some of the found results were: the results from the interviews with the students showed that they donât know why they learn English and they donât have explanations for the meaning of this foreign language in their curriculum. The majority of the students say that they donât like the way how their teachers teach this target language. And the results from the interviews with the teachers showed that they donât know the legal rules that guide their English Teaching Practice and the meaning of having a theoretical pedagogic way to guide them in the classroom. Besides, the results also showed me that the English Teaching Practice (the tradicional one) need to be changed towards a Reflective Teaching Practice for helping the teacher to think what he had been doing at the classroom and change his pedagogic way to the studentâs necessities, if itâs necessary, in any time.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-12-15T11:35:59Z No. of bitstreams: 2 Tese - Edilson Pimenta Ferreira - 2016.pdf: 3837615 bytes, checksum: f7d14cc09e72da49ca01dba869b469df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-12-15T17:25:10Z (GMT) No. of bitstreams: 2 Tese - Edilson Pimenta Ferreira - 2016.pdf: 3837615 bytes, checksum: f7d14cc09e72da49ca01dba869b469df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-12-15T17:25:10Z (GMT). No. of bitstreams: 2 Tese - Edilson Pimenta Ferreira - 2016.pdf: 3837615 bytes, checksum: f7d14cc09e72da49ca01dba869b469df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-12-08 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This thesis was developed in an inter/transdisciplinary approach that involves Critical Applied Linguistics, French Discourse Analysis and Dialogical Discourse Analysis. It was designed to investigate how four English professors (two in-service and two retired ones) at Triângulo Mineiro Federal Institute of Education, Science and Technology represent the several transformations which have been proposed to the Federal Network of Professional Education, Science and Technology and how these representations have culminated in the English teaching experience nowadays. This thesis, which highlights the historical, ideological, dialogical and dialectic aspects of language, is grounded on an interface between the three aforementioned areas and on a set of 22 official documents, with which I built a timeline of the several changes proposed to the Network. In this way, it was possible to highlight the moments at the research subjects’ testimonies when more considerable changes to the English teaching-learning process in the centennial Federal Network of Professional Education, Science and Technology were proposed. For this investigation, I made use of AREDA proposal, by Serrani-Infante (1998), with which the testimonies of these four regular professors were analysed. This methodological tool for data collection was considered useful to accomplish the main objective of this study, which was to answer three research questions: 1) How do regular in-service and retired professors discourse about the English language in the several curriculums with which they worked?; 2) In which discursive practices do they circumscribe to discourse about the Federal Institute and about the English language?; 3) In which teaching concepts do these professors circumscribe while they are enunciating about their careers as English professors? It was possible to observe that the relationship that the research subjects have with the English teaching-learning process in the Federal Institute is ruled by three representations that I classified as: i) the non-place of English in the curriculum; ii) the non-identifying relationship with English; iii) grammar as a marker for the English teaching-learning process. These representations are interpenetrated and interconstituted and demonstrate that, while the research subjects circumscribe in the representation of the non-place of English in the curriculum, they demonstrate an inclination to devalue English in the curriculum, as they legitimize private language courses and enhance a historical and confrontational relationship between the English language and the mother tongue. While these subjects circumscribe in the representation of the non-identifying relationship with English, their enunciations are matched and reveal the self-image that they have in relation with the English language. In this process, they reveal a desire to occupy a different place in the institution while they highlight the professional stability as a reason to be or have been, for the retired ones, in the English teaching career. The third representation that they build demonstrates the language concept they have, that is, they overestimate structure and attribute to it the task of effectively teaching the language. Besides, they claim the institution is responsible for the unenforceability of an effective English language teaching-learning process / Esta tese foi desenvolvida em uma abordagem inter/transdisciplinar que abrange a Linguística Aplicada Crítica, a Análise do Discurso de linha francesa e a Análise Dialógica do Discurso. Foi delineada com o objetivo de investigar como quatro professoras de língua inglesa (duas em serviço e duas aposentadas) do Instituto Federal do Triângulo Mineiro representam as várias transformações propostas à Rede Federal de Ensino Básico, Técnico e Tecnológico e como essas representações se traduzem na experiência de ensino de língua inglesa nos dias atuais. Para a fundamentação desta tese, que sobreleva o caráter histórico, ideológico, dialógico e dialético da linguagem, foram empregados não somente um trabalho de interface entre as três áreas mencionadas, mas também um conjunto de 22 documentos oficiais por meio dos quais tracei uma linha histórica das várias mudanças propostas à Rede. Dessa forma, foi possível conferir especial relevo aos momentos nos depoimentos das participantes em que se percebia uma tentativa de propor rupturas com a forma em que se dava o ensino de língua inglesa na Rede Federal de Educação Profissional, Científica e Tecnológica, que possui mais de um século de existência. Para essa investigação, os depoimentos dessas quatro professoras efetivas foram coletados e analisados com o auxílio da Proposta AREDA (Análise de Ressonâncias Discursivas em Depoimentos Abertos), de Serrani-Infante, (1998). Essa ferramenta metodológica para a coleta dos depoimentos das participantes da pesquisa mostrou-se útil para atingir o objetivo maior deste estudo, que era responder a três perguntas de pesquisa: 1) Quais são os dizeres enunciados pelas professoras de língua inglesa (aposentadas e em-serviço) sobre a língua inglesa nos diversos currículos com que trabalharam?; 2) Em quais discursos elas se inscrevem para enunciar sobre a criação dos Institutos Federais e sobre a disciplina língua inglesa?; 3) Qual é a concepção de ensino a que recorrem enquanto enunciam sobre sua trajetória como professora de língua inglesa? Foi possível perceber que a relação dos sujeitos-participantes da pesquisa com o processo de ensino-aprendizagem de língua inglesa nos Institutos Federais é regido por três representações que denominei: i) o não-lugar da língua inglesa no currículo; ii) a relação de não-identificação com a língua inglesa; iii) a gramática como balizadora do ensino de língua inglesa. Essas representações se interpenetram e se interconstituem e revelam que, ao se inscreverem na representação do não-lugar da língua inglesa no currículo, os sujeitos-participantes revelam uma tendência à desvalorização da disciplina no currículo, ao conferir ainda maior legitimidade aos institutos de idiomas e sacramentar uma relação histórica conflituosa entre a língua inglesa e a língua materna. Por sua vez, ao construírem a representação de não-identificação com a língua inglesa, seus dizeres se condensam para revelar a imagem de si que possuem na relação com a língua inglesa e deixam emergir efeitos de sentido que revelam um desejo de ocupar um lugar outro na instituição enquanto acentuam a estabilidade profissional como motivo para permanecer ou terem permanecido, no caso das aposentadas, na carreira de professora de língua inglesa. Já ao construírem a terceira representação, deixam revelar a concepção de língua que possuem, qual seja, a de que é por meio da estrutura que se dá o aprendizado da língua e relegam à instituição a responsabilidade pela inexequibilidade de um ensino de língua inglesa eficaz.

This diploma thesis focuses on the use of documentary films in English lessons with secondary school students. It consists of theoretical and practical part; this being further divided into didactic and research part. The theoretical part covers four main areas: aims of current education and language teaching, multimedia in teaching, authentic materials in English lessons, and documentary films as a didactic tool. By an eclectic combination of the most suitable findings, approaches and methods from these areas, three complex educational materials based on documentaries were constructed for English lessons. These materials contain worksheets for students, instructions for teachers, presentations for online teaching, and a set of additional sheets and present a ready-to-use tool for English classes. In the practical part, design of the materials is described, along with their subsequent evaluation by experienced English teachers. Based on the materials design and evaluation, the overall aim of this thesis is to find out whether documentary films and lessons based on them are effective for English language teaching (where the main criterion is whether they lead to fulfilling the aims of language teaching and current educational aims in general) and what their main benefits are. The data collected are...

Throughout the 1900s, the English subject has gone through massive change in the Swedish school system. The main focus has always been on the British standard, with the United Kingdom as the model for all who study English or educate students. In the past decades, the American standard has been increasingly popular amongst the younger generations which leads to a mismatch between the experiences in school versus the ones outside of school. In light of Brexit and a shift away from Britain, there is cause to believe that this will also impact the educational system. With Euro-English being discussed amongst English scholars, there is reason to believe in a trickle-down effect on young students and teachers as well. This study consists of a survey as well as semi- structured interviews to see what attitude students and teachers have towards British English, American English as well as Euro-English. It will also investigate what impact that may have on the education system as of now as well as the future if nothing changes or if there is no change in the curriculum. The results show growing interest in American English or variations such as Euro-English that are the result of mixture. The results also show teachers being hesitant towards Euro-English, but with an interest due to the value of English varieties overall. Furthermore, the results may be an indicator of an upcoming gap in the education system if Euro-English remains ignored.

The aim of this master’s thesis is to compare the English syllabus for secondary school in Sweden and the English syllabus for (the age equivalent) junior high school level in Japan, with a focus on communicative competence as it is defined by Canale and Swain (1980). Moreover, the results of the syllabus analysis are compared with qualitative data gathered from in depth, semi-structured interviews with three active English teachers from secondary school in each of the respective countries. The qualitative data is discussed on its own and the teachers’ views, their teaching practices and their interpretations of the syllabus are contrasted with the directives and teaching guidelines described in the two formal syllabi.   The objective of this thesis is to shed light on similarities and differences between what the English language syllabus for secondary school in Sweden and Japan suggest about communicative competence, and compare the findings with teachers’ interpretation and implementation of the syllabus.   The findings of the study reveal significant differences in the way the syllabi treat communicative competence and this is corroborated by the teacher interviews. Though both syllabi have set developing communication skills as an outcome, the analysis highlights key distinctions between the documents. Qualitative data gathered from respondents further distinguishes the way CLT has been implemented in Sweden and Japan.

No description available.

Globalization and English-language predominance situate English teachers as increasingly influential mediators of both language and culture. In the iconic multicultural hub of Ontario, Canada, teachers work within a causal nexus of social theories of language, the information and communication technologies revolution, and unprecedented global interdependency. Changes in English curriculum reflect these trends, from references to “global citizenship,” to stress on “intercultural communication,” “cultural sensitivity,” and Information and Communication Technology (Ontario Ministry of Education, 2007). Delegated gatekeepers of both linguistic and critical literacies, and facing new questions about the purposes and priorities of their discipline, Ontario English teachers must negotiate the divide between an inherited curriculum and the impacts of sociocultural transformation on changing literacy needs. To contribute to a professional dialogue about teaching English in a multicultural society and global age, this thesis presents findings from interviews with fifteen Ontario secondary English teachers. The focal question, “How is English changing?” introduces a range of pressing issues, such as: displacing the canon, practicing intercultural communication, balancing a democratic discourse, or “common culture,” with respect for diverse values, and managing opposing views and resistance to English curriculum change. The data reveal how English teachers across levels of experience occupy contrasting positions on the curriculum change debate. In part, this can be explained in terms of epistemological orientations. The participants represent three categories: Adaptation, Applied Research / Collaborative Inquiry, and Activism, each by turn more geared toward reconceptualizing English for social diversity and global consciousness. Beyond these classifications, the teachers reflect dissonant perceptions, sometimes personal ambivalence, on the changing role of text choice, and written and oral dialogue in the English classroom. From passionate defenses of Shakespeare, to radical measures to revamp book lists for cultural relevance, to remarkable illustrations of curriculum linked with global consciousness and civic action, the responses of the English teachers delineate zones of difficulty, change, and possibility. They help, too, to catch sight of a new horizon: the English classroom as a space for “cultural conversation” (Applebee, 1994) where canon- and teacher-centred dialogue give way to intertextual (Bakhtin, 1981; Kristeva, 1980) and intercultural (R. Young, 1996) transactions.