Discursive enactment of power in Iranian high school EFL classrooms
Teachers’ dominance in teaching environments has been criticized as an oppressive educational practice by critical theories of education. While critical pedagogy that espouses a problem-posing model of education has sought to promote a more equitable and dialogical teacher-student partnership and...
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| Language: | English |
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Penerbit UKM
2012
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| Online Access: | http://journalarticle.ukm.my/4910/ http://journalarticle.ukm.my/4910/ http://journalarticle.ukm.my/4910/1/pp%2520375_392.pdf |
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ukm-49102016-12-14T06:37:16Z http://journalarticle.ukm.my/4910/ Discursive enactment of power in Iranian high school EFL classrooms Faiz Sathi Abdullah, Kobra Hosseini, Teachers’ dominance in teaching environments has been criticized as an oppressive educational practice by critical theories of education. While critical pedagogy that espouses a problem-posing model of education has sought to promote a more equitable and dialogical teacher-student partnership and to transform the oppressive conditions of the ESL/EFL classroom, the claimed potential of the approach has had only limited success in practice. Drawing upon Fairclough’s approach to critical discourse analysis to make for a principled analysis of EFL classroom practice, this study investigated the discoursal features of unequal power relations in Iranian high school EFL classes. The data was collected via observation of two classrooms, one located in an urban area and the other in a semi-urban area of Iran. The analysis of the observation data, which included transcripts of classroom lessons as well as field notes, indicated that teachers played a disproportionately dominant role to the extent that the students were kept apparently passive and powerless via a range of discursive strategies including maximizing teacher-controlled talking time, turn-taking, topic control, modes of meaning-construction, and elicitation strategies. The findings of this study are expected to provide critical and emancipatory insights into ESL/EFL classroom practice and contribute to the transformation of its status quo. Penerbit UKM 2012-05 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/4910/1/pp%2520375_392.pdf Faiz Sathi Abdullah, and Kobra Hosseini, (2012) Discursive enactment of power in Iranian high school EFL classrooms. GEMA: Online Journal of Language Studies, 12 (2 (spe). pp. 375-392. ISSN 1675-8021 http://pkukmweb.ukm.my/~ppbl/Gema/gemahome.html |
| repository_type |
Digital Repository |
| institution_category |
Local University |
| institution |
Universiti Kebangasaan Malaysia |
| building |
UKM Institutional Repository |
| collection |
Online Access |
| language |
English |
| description |
Teachers’ dominance in teaching environments has been criticized as an oppressive
educational practice by critical theories of education. While critical pedagogy that
espouses a problem-posing model of education has sought to promote a more equitable
and dialogical teacher-student partnership and to transform the oppressive conditions of
the ESL/EFL classroom, the claimed potential of the approach has had only limited
success in practice. Drawing upon Fairclough’s approach to critical discourse analysis to
make for a principled analysis of EFL classroom practice, this study investigated the
discoursal features of unequal power relations in Iranian high school EFL classes. The
data was collected via observation of two classrooms, one located in an urban area and
the other in a semi-urban area of Iran. The analysis of the observation data, which
included transcripts of classroom lessons as well as field notes, indicated that teachers
played a disproportionately dominant role to the extent that the students were kept
apparently passive and powerless via a range of discursive strategies including
maximizing teacher-controlled talking time, turn-taking, topic control, modes of
meaning-construction, and elicitation strategies. The findings of this study are expected
to provide critical and emancipatory insights into ESL/EFL classroom practice and
contribute to the transformation of its status quo. |
| format |
Article |
| author |
Faiz Sathi Abdullah, Kobra Hosseini, |
| spellingShingle |
Faiz Sathi Abdullah, Kobra Hosseini, Discursive enactment of power in Iranian high school EFL classrooms |
| author_facet |
Faiz Sathi Abdullah, Kobra Hosseini, |
| author_sort |
Faiz Sathi Abdullah, |
| title |
Discursive enactment of power in Iranian high school EFL classrooms |
| title_short |
Discursive enactment of power in Iranian high school EFL classrooms |
| title_full |
Discursive enactment of power in Iranian high school EFL classrooms |
| title_fullStr |
Discursive enactment of power in Iranian high school EFL classrooms |
| title_full_unstemmed |
Discursive enactment of power in Iranian high school EFL classrooms |
| title_sort |
discursive enactment of power in iranian high school efl classrooms |
| publisher |
Penerbit UKM |
| publishDate |
2012 |
| url |
http://journalarticle.ukm.my/4910/ http://journalarticle.ukm.my/4910/ http://journalarticle.ukm.my/4910/1/pp%2520375_392.pdf |
| first_indexed |
2023-09-18T19:42:50Z |
| last_indexed |
2023-09-18T19:42:50Z |
| _version_ |
1777405704481538048 |