Dialogue and neoliberalism: alternative conceptions for the second language classroom

Abstract The paper first reviews how conventionalized uses of dialogue in the language classroom have facilitated a neoliberalist agenda, mainly by positioning learners in a reproductive, consumer role, and teachers as deskilled operatives of scripted interactions. It then discusses three other conceptualizations of the role of dialogue which may offer an alternative. The first derives from assumptions about how language is best acquired, by emphasizing exposure to, and engagement in, natural language use. The limitations of this in relation to the role that conscious attention to language may offer and in relation to how it similarly positions learners as consumers and teachers as managers, are then discussed. A second conceptualization of the use of dialogue derives from education theory and emphasizes dialogic approaches involving exploratory talk as a means of helping learners construct their own understandings of language knowledge and the learning process. The paper argues, however, that neither of these conceptualizations of the use of dialogue offer effective alternatives to the pressure to replicate neoliberalism. The paper then sets out some key requirements for an alternative and argues that a third view, emphasizing participatory dialogue, may provide this. A model is outlined, emphasizing negotiated classroom work, with examples for implementation.