"The Right Things Are What I Expect Them to Do": Negotiation of Power Relations in an English Classroom

Autor/in	Oral, Yasemin
Titel	"The Right Things Are What I Expect Them to Do": Negotiation of Power Relations in an English Classroom
Quelle	In: Journal of Language, Identity, and Education, 12 (2013) 2, S.96-115 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2013.775877
Schlagwörter	Teaching Methods; English (Second Language); Student Behavior; Second Language Learning; Power Structure; Discourse Analysis; Ethnography; Teacher Attitudes; Observation; Interviews; Classroom Techniques; Teacher Student Relationship; Teaching Styles; Second Language Instruction; Elementary School Students; Turkey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Student behaviour; Schülerverhalten; Zweitsprachenerwerb; Diskursanalyse; Ethnografie; Lehrerverhalten; Beobachtung; Interviewing; Interviewtechnik; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil; Fremdsprachenunterricht; Türkei
Abstract	Theoretically informed by a Foucauldian understanding of power, this article documents how power is exercised and resisted in an English-as-a-foreign-language context. In particular, the article focuses on individual seatwork, during which students were working individually on written exercises, as one of the three basic modes of teaching/learning in the lessons observed. By employing the tools of critical discourse analytical methods within an ethnographic approach, the analysis brings together the teacher's perspectives and classroom power relations to generate insights into the interplay between the microlevel classroom discourse and the macrolevel professional discourses. While the observation data demonstrate how power was negotiated over and through different kinds of classroom behavior, the interview data reveal the relationship between the norms of classroom behavior that the teacher sought to impose and the traditional teacher-centered, and control and authority-based, professional discourses. (Contains 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10