A Journal of Teaching English Language and Literature

ISSN Print : 2229-6557, Online: 2394-9244

Interactional Spaces and Identity Negotiation: Pedagogical Orientation in Multilingual Classes

Shagufta Imtiaz

Abstract

The paper aims at exploring the pedagogy in a multilingual classroom and multilingual practices. In a multilingual classroom, interpersonal space, or what Vygotsky calls ‘zone of proximal development (ZPD)’, is now considered crucial for developing multiple literacies in home language/mother tongue among the linguistically diverse students. Associated with interpersonal space in the classroom for interactions is the issue of identity texts and development of critical literacy.

Keywords: Pedagogy, multilingual classroom, interpersonal space, multiple literacies, mother tongue, interpersonal space, identity texts, critical literacy

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