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from Part V - The Learner
Published online by Cambridge University Press: 26 January 2021
The foreign language classroom can be a transformative place where learners' meaning-making repertoires are stretched and potential for perspective-shifting and learner empowerment open up. This chapter presents foreign language learning as a process of potential semiotic empowerment and draws on classroom-based research in two different settings to illustrate how teachers’ curricular planning and instructional moves in classroom interactions facilitate transformative learning.
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