ABSTRACT
This chapter discusses two major issues that give significance to the data and findings. The first one concerns the role of "native" speaker communicative resources in intercultural contexts. Part of such resources involves the ability to respond appropriately to others' utterances taking into consideration the sociohistorical backgrounds where the utterances are situated. The other one concerns the impact of the plurality and multiplicity of students' linguistic and cultural experiences on their discourse practices. Many classroom activities required students to participate with only their institutional identity as a student and speaking in a way that is of the teachers' design and in the teachers' voices only. Critical educators proposed different pedagogies having as their main thrust the call for legitimizing the multiplicity and plurality of cultural experiences of students. Several terms have been proposed to illuminate the essence of such pedagogy. They included: the pedagogy of dissent, difference, dialogue, empowerment, and hope.
