Publicación:
Deconstructing teachers’ discourse to promote inclusive solidarity relationship in mainstream classrooms

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dc.contributor.advisorGarcía Montes, Paula Andreaspa
dc.contributor.authorAcosta Tirado, Ginary Marcela
dc.date.accessioned2022-08-31T05:52:05Z
dc.date.available2023-08-29
dc.date.available2022-08-31T05:52:05Z
dc.date.issued2022-08-27
dc.description.abstractTeachers’ 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.eng
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Enseñanza del Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.resumenEl discurso de los docentes impacta a los estudiantes desde varias dimensiones, contenido, interacción, motivación y empatía. Por ello, los profesores tienen en sus palabras el poder de instaurar o mitigar la construcción de solidaridad y de paz. Algunos estudios han profundizado en el análisis crítico de las interacciones de los docentes con los estudiantes y cómo el discurso sirvió para mejorar las políticas educativas inclusivas . Sin embargo, se sabe poco sobre el análisis de las interacciones en el aula para explorar las relaciones de poder y fuerza de los docentes al promover la inclusión en contextos de inglés como lengua extranjera con alumnos diversos Este estudio cualitativo implica un enfoque híbrido que incluye tanto como el análisis crítico del discurso y el discurso multimodal (ACDM). Su objetivo es explorar críticamente cómo la interacción derivada del discurso de un profesor de inglés como lengua extranjera promueve o dificulta las relaciones solidarias inclusivas en las aulas e informa los esfuerzos de educación inclusiva en los sectores educativos, en particular las aulas sobre los efectos potenciales del análisis del discurso y la multimodalidad para intervenir en la injusticia social y aprendizaje de EFL para todos. Este estudio abordó las siguientes preguntas: ¿De qué manera el discurso de los docentes promueve o no promueve las relaciones de solidaridad inclusive al interactuar con estudiantes diversos en un salón de clases de inglés como lengua extranjera? ¿De qué manera la reflexión de un maestro sobre su discurso genera oportunidades para relaciones de solidaridad inclusiva entre el maestro y los estudiantes? Con este fin, empleé observaciones, entrevistas semiestructuradas y recuerdos estimulados para revelar críticamente el discurso de los docentes cuando interactúan con estudiantes diversos en el aula regular. Los resultados de esta investigación incluyen: (1) demostración de solidaridad del docente y (2) demostración de falta de solidaridad (3) reflexión del docente sobre su discurso. Las implicaciones de esta investigación pueden alentar la autoreflexión de los docentes sobre su discurso para remodelarlo en una práctica más inclusiva.spa
dc.description.tableofcontentsIntroduction.................................9spa
dc.description.tableofcontentsTheoretical Framework...............15spa
dc.description.tableofcontentsConceptual Framework...............15spa
dc.description.tableofcontentsInclusive Education..........15spa
dc.description.tableofcontentsIntegration, Segregation, and Inclusion............17spa
dc.description.tableofcontentsInclusive Solidarity..............19spa
dc.description.tableofcontentsDiscourse Analysis..............20spa
dc.description.tableofcontentsImpact of Teachers’ Discourse...............22spa
dc.description.tableofcontentsLiterature Review..........23spa
dc.description.tableofcontentsTeachers’ Attitudes toward Inclusion...............24spa
dc.description.tableofcontentsPositive Insights and Challenges in Teaching Peace-building / Social justice.............30spa
dc.description.tableofcontentsPositive Impact...............30spa
dc.description.tableofcontentsChallenges....................33spa
dc.description.tableofcontentsImpact of Teachers' Discourse to Promote Inclusive Solidarity....................34spa
dc.description.tableofcontentsMethods...................39spa
dc.description.tableofcontentsResearch Approach and Design......................39spa
dc.description.tableofcontentsParticipants and Context.............42spa
dc.description.tableofcontentsData Collection.................43spa
dc.description.tableofcontentsData Analysis...................45spa
dc.description.tableofcontentsStudy Calendar......................49spa
dc.description.tableofcontentsEthical Issues....................49spa
dc.description.tableofcontentsFindings......................50spa
dc.description.tableofcontentsDemonstration of Solidarity......................51spa
dc.description.tableofcontentsPositive Affect in Teacher’s Verbal and Non-verbal Discourse.........................52spa
dc.description.tableofcontentsPositive Judgement in Teacher’s Verbal and Non-verbal Discourse....................60spa
dc.description.tableofcontentsPositive Appreciation in Teacher’s Verbal and Non-verbal Discourse...........................66spa
dc.description.tableofcontentsTransitivity in Teachers’ Talk.................68spa
dc.description.tableofcontentsDemonstration of lack of solidarity..................73spa
dc.description.tableofcontentsNegative Judgement in Teacher’s Verbal and Non-verbal Discourse .....................74spa
dc.description.tableofcontentsNegative Affect in Teacher's Verbal and Non-verbal Discourse..................87spa
dc.description.tableofcontentsNegative Appreciation in teacher's verbal and non-verbal discourse..................95spa
dc.description.tableofcontentsTransitivity in teacher’s discourse.................101spa
dc.description.tableofcontentsTeacher's reflections on her discourse..............................105spa
dc.description.tableofcontentsDiscussion.........................110spa
dc.description.tableofcontentsConclusion........................119spa
dc.description.tableofcontentsReferences.......................122spa
dc.description.tableofcontentsAppendix..............138spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/6479
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programMaestría en Enseñanza del Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/embargoedAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsDiscourseeng
dc.subject.keywordsInclusioneng
dc.subject.keywordsCritical discourseeng
dc.subject.keywordsInclusive solidarityeng
dc.subject.keywordsMultimodal discourseeng
dc.subject.proposalDiscursospa
dc.subject.proposalInclusiónspa
dc.subject.proposalDiscurso Críticospa
dc.subject.proposalSolidaridad Inclusivaspa
dc.subject.proposalDiscurso multimodalspa
dc.titleDeconstructing teachers’ discourse to promote inclusive solidarity relationship in mainstream classroomsspa
dc.typeTrabajo de grado - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdccspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TMspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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