Examinando por Materia "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 Tríptico del discurso sobre los Derechos Humanos. Emergencias discursivas en los acuerdos de paz firmados entre el gobierno colombiano y el M-19; AUC y las FARC(2023-09-01) Mercado Cotera, Oliver; Ramos Bello, Juan CarlosTo speak of discursive formations is to direct what is written, what is said, and the pragmatic functions of language to a series of discussions on what is morally right and what is socially unacceptable, norms that are built from the mental structures of the body and the social group, thus configuring the discourse on a specific topic. In this order of ideas, a theory such as this one, leaves in evidence a series of emergencies that underlie the discourse, this document works and uncovers these political categories embodied in the peace agreements signed between the Colombian government and the M-19; the AUC and the FARC. The becomes then punctual for our country, a territory that has suffered the onslaught of an armed conflict, and whose population has been victims of serious abuses. And finally, to describe how this has led to the constitution of a discourse that has given political categories to Human Rights even more than the legal categories that should prevail, in order to comply with the initial objective of guaranteeing the life, freedom and dignity of everyone. It is within this framework that this work selects three time periods in which the aforementioned discursive emergences are evaluated through official documents, audiovisual archives, press and academic documents