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Majid N. Al-Amri the different excerpts of English conversations produced by the students themselves with their teacher. When the students reflected on their answers, they started to realize that an English conversation is an active, social process in which they construct new ideas or concepts based on a critical and dialogical socio-cultural way. They started to share their “internally persuasive discourses” and explore “the authoritative discourse” (Bakhtin, 1981), and subsequently learn to compare discourses and develop meta-knowledge about them (Landy, 2004). In other words, the learners came to realize that an English language conversation has certain historical principles and rules, making a dance that defines what is “normal and deviant, what is the proper way of constructing reality and what is not” (Kincheloe, 2005, p. 123). “It exists in the abstract as a coordinated pattern of words, deeds, values, beliefs, symbols, tools, objects, times, and places” (Gee, 2000, p. 19). When learners come to understand that an English conversation is not a linear and static process in which fixed facts and experiences are said for memorizing and repetition, but it is “a constellation of hidden historical rules that govern what can be and cannot be said and who can speak and who must listen” (Kincheloe, 2005, p. 122), they would not accept what they hear without questioning and without taking into consideration the socio-cultural experiences of the speaker which have been historically constructed at home and in a community culture. In addition, being aware of the influence of the experiences would prevent learners from social unjust behaviours and doctrines inside the ESL/bilingual classroom such as considering learners’ mistakes, contradictions, and misconceptions as signs of deficient thinking (Valencia, 1997). They would work hard to create a dialogic environment inside the ESL classroom to discover more about language and how it plays a role in life in general and the educational setting in particular. Concluding remarks In the age of globalization involving a growing number and diversity of ESL/bilingual classroom learners, TESOL/bilingual education has become a challenge for both teachers and learners. It is a challenge for teachers to take advantage of every opportunity to create a facilitating learning environment in which diverse learners are encouraged to become empowered and more independent. However, it can be an opportunity for ESL/bilingual teachers to take advantage of English conversation analysis in the curriculum. Conversation analysis cannot just be a matter of understanding how to accomplish a restricted set of actions, but it can be a fundamental significance for one of the most basic <strong>issue</strong>s in TESOL/bilingual education: the question of how ESL/bilingual learners understand the role of English conversation in obtaining and accomplishing mutual understanding with native speakers as well as with other speakers of English as a second language. ESL/bilingual learners can be educated, for example, about how to reflect on and think critically about the mutual relations of 148
Getting Beyond Conversation Analysis: Critical and Pedagogical Implications for TESOL/Bilingual Curriculum for Diverse Learners in the Age of Globalization utterances in different types of English conversation produced by native speakers or other speakers of English as a second language in different situations and contexts. This pedagogical practice would help learners to trouble common sense concepts and knowledge, improve their cognitive and meta-cognitive skills, enhance their critical thinking, and raise their social and cultural awareness. Majid N. Al-Amri, Assistant Professor, received a PhD in Curriculum and Instruction from New Mexico State University, Las Cruces, USA (2008), and an MA in Applied Linguistics from the University of Essex, Colchester, UK (2000). He is currently an Assistant Professor at the English Language Centre at Yanbu Industrial College, Saudi Arabia. His research interests lie in the areas of second language teaching and learning, language education, and educational learning technologies. He also has a particular interest in human and social justice in education. E-mail: majid_yic@yahoo.com 149
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Editorial Per-Olof Erixon, Editor E
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