Dialogizing 'The Known': Experience of English Teaching in Japan through an Assay of Derivatives as a Dominant Motif

Toh, G. (2014). Dialogizing “The Known”: Experience of English Teaching in Japan through an Assay of Derivatives as a Dominant Motif. In Resistance to the Known: Counter-Conduct in Language Education (pp. 144–167). Palgrave Macmillan. https://doi.org/10.1057/9781137345196_7