Teacher Educators and Pre-Service English Teachers Creating and Sharing Power Through Critical Dialogue in a Multilingual Setting 12

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This article reports on a qualitative project that explored how teacher educators and pre-service English language teachers applied critical pedagogy to their practices in order to create and share power. The context of the article is the multilingual and multicultural state of Oaxaca, Mexico. It draws from aspects of critical pedagogy, feminist theory and critical applied linguistics as its theoretical framework and offers insights into a critical dialogue as a way to become better language educators, learners, and researchers. The article highlights critical instances organized in four categories: native versus nonnative speakers, authentic materials and textbooks, issues of bilingualism, and the participants’ praxis. It is concluded that the role of language educators is essential in the construction of a more egalitarian society.Â