Power and Ideology in Teachers' Language Use in the Classroom: The Case Study of EFL Teachers in the Department of English at Mouloud Mammeri University
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Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mouloud Mammeri University of Tizi-Ouzou
Abstract
The present study is concerned with the notion of power and ideology in teachers’ classroom
discourse. It attempts to investigate whether teachers’ language use at the department of
English at Mouloud Mammeri University reveal power relationships, and how their use of
language reflect ideological beliefs. The study adopted Norman Fairclough’s (2001)
approach to critical discourse analysis, mainly the concept of textual analysis, as an
analytical framework. To carry out the research, classroom observations were conducted
with five teachers. Questionnaires were also distributed to 90 third year students. The two
data collection tools allowed us to gather the corpus that consists of qualitative as well as
quantitative data. Hence, study adopted the mixed method approach where the qualitative
data is analysed through qualitative content analysis, and the quantitative data is analysed
using the rule of three. The results show that the language used by teachers in their
classrooms reflects ideological beliefs; moreover, teachers’ use of language in some
occasions reveals the exercise of power on students while interacting linguistically.
Description
59p.:ill;30cm.(+cd)
Keywords
Power, Ideology, Teachers’ Classroom Discourse, Critical Discourse Analysis, Textual Analysis.
Citation
Didactiques des Langues Étrangères