Investigating How Learners Respect Alien Voices in a Foreign Language Classroom

Abstract

Differences in learners’ cultural, religious, linguistic, and social backgrounds are seen as a problem in today’s centralized and hierarchical world system (Apple, 2018). As a consequence of the conservative restoration in the social system, nationalism and ethnocentrism have become pervasive ideologies in social and academic platforms. Thus, respecting different voices in social and academic life is a significant issue in the educational field. However, there is no consensus regarding how learners could respect others’ opinions, ideas, and feelings according to ontological and philosophical accounts of human existence. Based on Bakhtin’s philosophy of language, a mutually responsive understanding is the epitome of dialogue (Lachmann, 2004). Dialogue forms mutual relations between individuals and provides a shared responsibility, which requires being ready to answer to other persons (Gardiner, 1996). In this regard, Bakhtin’s dialogue and responsibility address responsiveness to the other’s word (Lachmann, 2004). Building this type of ethical relationship with other people through dialogue consists of a loving, not a disinterested point of view (Bakhtin, 1990). Therefore, otherness is no longer associated with the foreign or alien, because differences are perceived as a generative opportunity. This case study aims to investigate how learners respect alien voices in a foreign language classroom. Drawing from Bakhtin’s philosophy of dialogue, classroom dialogues, written responses, and personal reflections were conducted with 17 beginner level students at the Preparatory school of a Turkish university. Data results obtained from students demonstrated that learners could respond to others and be open to different perceptions, opinions, and views without stereotyping and judging in language learning and teaching. Keywords: Bakhtin’s notion of dialogue, respecting alien voices, polyphony, foreign language classroom