‘Dialogue not Decoration’ – personal reflections on professional identity and practice in English teaching

In this article I reflect on the early formation of my professional identity and practice. I argue that much of my early practice was ‘decorative’ in that it masked dominant structures and discourses that often limited learning opportunities. I consider how a dialogic approach to practice might have offered more authentic learning experiences for my students and me. I end with examples of my current practice in a higher education context.