García Montes, Paula AndreaAcosta Tirado, Ginary Marcela2022-08-312023-08-292022-08-312022-08-27https://repositorio.unicordoba.edu.co/handle/ucordoba/6479Teachers’ 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.Introduction.................................9Theoretical Framework...............15Conceptual Framework...............15Inclusive Education..........15Integration, Segregation, and Inclusion............17Inclusive Solidarity..............19Discourse Analysis..............20Impact of Teachers’ Discourse...............22Literature Review..........23Teachers’ Attitudes toward Inclusion...............24Positive Insights and Challenges in Teaching Peace-building / Social justice.............30Positive Impact...............30Challenges....................33Impact of Teachers' Discourse to Promote Inclusive Solidarity....................34Methods...................39Research Approach and Design......................39Participants and Context.............42Data Collection.................43Data Analysis...................45Study Calendar......................49Ethical Issues....................49Findings......................50Demonstration of Solidarity......................51Positive Affect in Teacher’s Verbal and Non-verbal Discourse.........................52Positive Judgement in Teacher’s Verbal and Non-verbal Discourse....................60Positive Appreciation in Teacher’s Verbal and Non-verbal Discourse...........................66Transitivity in Teachers’ Talk.................68Demonstration of lack of solidarity..................73Negative Judgement in Teacher’s Verbal and Non-verbal Discourse .....................74Negative Affect in Teacher's Verbal and Non-verbal Discourse..................87Negative Appreciation in teacher's verbal and non-verbal discourse..................95Transitivity in teacher’s discourse.................101Teacher's reflections on her discourse..............................105Discussion.........................110Conclusion........................119References.......................122Appendix..............138application/pdfengCopyright Universidad de Córdoba, 2022Trabajo de grado - Maestríainfo:eu-repo/semantics/embargoedAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)DiscursoInclusiónDiscurso CríticoSolidaridad InclusivaDiscurso multimodalDiscourseInclusionCritical discourseInclusive solidarityMultimodal discourse