Examinando por Materia "Critical discourse"
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Publicación Acceso abierto Deconstructing teachers’ discourse to promote inclusive solidarity relationship in mainstream classrooms(2022-08-27) Acosta Tirado, Ginary Marcela; García Montes, Paula AndreaTeachers’ talks impact students from various dimensions, content, interaction, motivation, and empathy. For this reason, they have in their words the power to set up or mitigate solidarity construction and peace building. A few studies have delved into the critical analysis of teachers’ interactions with students and how discourse served to improve inclusive educational policies. However, little is known about the analysis of classroom interactions to explore power relations, and teachers’ agency when promoting inclusion in EFL contexts with diverse learners. This qualitative study involves a hybrid approach including both critical discourse analysis and multimodal discourse (MCDA). It aims to critically explore how the interaction derived from an EFL teacher’s discourse promotes or hinders inclusive solidarity relationships in mainstream classrooms and informs inclusive education efforts in educational sectors, particularly mainstream classrooms on the potential effects of discourse analysis and multimodality to intervene in social injustice and learning of EFL for all. This study addressed the following questions: How does teachers’ discourse promote or fail to promote inclusive solidarity relationships while interacting with diverse students in a mainstream EFL classroom? In what ways does a teacher's reflection of her discourse generate opportunities for Inclusive solidarity relationships between the teacher and the students? To this end, it employed observations, semi-structured interviews, and stimulated recall to critically unveil teachers’ discourse when interacting with diverse students in the mainstream classroom. The outcomes of this research include: (1) Teachers’ demonstration of solidarity and (2) demonstration of lack of solidarity (3) teachers’ reflection on her discourse. Implications of this research may encourage teachers’ self-reflection on their discourse in order to reshape it into a more inclusive practice.Publicación Acceso abierto Reconstructing teachers’ discourse to build inclusive interactions using positive discourse analysis and formative intervention(2022-08-29) Barreto Garavito, Keila MargaritaDiscourse embodies significant tools that contribute to transform social practices, building critical interactions, and having voice in daily issues. Consequently, inadequate uses of discourse might lead to perpetuation of violence and end in ratifying negative issues such as violence, racism, bullying or segregation. In educational settings, teachers are not always aware of the potential impact of their discourse, adopting forms of communication that bring about negative effects such as marginalization or exclusion of students. Thus, we should know about the power of discourse in educational and social settings to positively build societies instead of using power to discriminate or perpetuate violence. This qualitative study is grounded on activity theory in order to inform about the effects of PDA in a formative intervention program to mobilize processes of inclusion for all in EFL classes. The research involved an English teacher from a public school in Monteria. Results from this study were divided into two main moments: initial results of the participant’s activity system and some changes in her activity system after the formative interventions with PDA. Initial findings showed some need concerning Maria’s initial discourse and contradictions in her activity system. It also showed how formative interventions helped Maria reconstruct some aspects of her discourse, particularly in the AT elements object, subject and mediating artifacts to build more inclusive interactions with the learners. Findings from the study suggest that formative interventions serve as community building strategies for teachers and researchers to collaboratively build on their teaching needs.