Abstract
The purpose of this article is to present one significant part of a large-scale critical-ethnographic-action-research project (CEAR Project) carried out in Oaxaca, Mexico. The overall CEAR Project has been conducted since 2007 in different Oaxacan elementary schools serving indigenous and mestizo (mixed-race) children. In the CEAR Project, teacher educators collaborate with English language student teachers completing their teaching ‘praxicum’, the purpose of which is to teach English critically whilst fostering multilingual, multiliterate, and intercultural practices. Using multimodalities and narrative, the article presents the results of the CEAR Project through the teaching praxicum of a student teacher who attempted to teach English critically by welcoming indigenous children’s languages into her classroom and developing identity texts in class activities, thereby creating an inclusive classroom environment in which the children negotiated affirming identities and came to value each other’s languages.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
