Interaction : a way to understand power relationships in an EFL classroom
Eng: This study emerged from the necessity of understanding the way in which power and power relationships took place within the interaction a group of students studying English. Therefore, interaction in this study was the means to analyze and understand the way in which the power relationships ope...
- Autores:
-
Garzón Mendoza, Jessica Giseth
Soler Amortegui, Juan José
Suárez Díaz, Cindy Lorena
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- eng
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- Acceso en línea:
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- Palabra clave:
- English language
Inglés
English language - Acquisition
Inglés - Adquisición
English language - Study and teaching
Inglés - Enseñanza
Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas
- Rights
- openAccess
- License
- Copyright (c) 2020 Universidad Pedagógica y Tecnológica de Colombia
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Interaction : a way to understand power relationships in an EFL classroom |
| title |
Interaction : a way to understand power relationships in an EFL classroom |
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Interaction : a way to understand power relationships in an EFL classroom English language Inglés English language - Acquisition Inglés - Adquisición English language - Study and teaching Inglés - Enseñanza Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas |
| title_short |
Interaction : a way to understand power relationships in an EFL classroom |
| title_full |
Interaction : a way to understand power relationships in an EFL classroom |
| title_fullStr |
Interaction : a way to understand power relationships in an EFL classroom |
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Interaction : a way to understand power relationships in an EFL classroom |
| title_sort |
Interaction : a way to understand power relationships in an EFL classroom |
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Garzón Mendoza, Jessica Giseth Soler Amortegui, Juan José Suárez Díaz, Cindy Lorena |
| dc.contributor.advisor.none.fl_str_mv |
Ramos Holguín, Bertha |
| dc.contributor.author.none.fl_str_mv |
Garzón Mendoza, Jessica Giseth Soler Amortegui, Juan José Suárez Díaz, Cindy Lorena |
| dc.subject.armarc.none.fl_str_mv |
English language Inglés English language - Acquisition Inglés - Adquisición English language - Study and teaching Inglés - Enseñanza Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas |
| topic |
English language Inglés English language - Acquisition Inglés - Adquisición English language - Study and teaching Inglés - Enseñanza Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas |
| description |
Eng: This study emerged from the necessity of understanding the way in which power and power relationships took place within the interaction a group of students studying English. Therefore, interaction in this study was the means to analyze and understand the way in which the power relationships operated inside the English classroom. Stemming from a qualitative approach that according to Dörnyei , “…has as a main objective to describe social phenomena as they occur naturally”(2007, p.336 ). In that order of ideas, it is possible to make sure that this study does not aim to measure elements inside the classroom but rather analyze the process of interactions and relationships between a group of pre-service teachers in an English classroom and the students. As part of the analysis in the study, it is evident that there are more elements that appear or happen amidst the development of the teaching-learning process, elements such as paralinguistics and kinesthetic aspects. The fact is, beyond having knowledge of a subject matter, teachers and individuals belonging to a classroom have to be aware that the interactive process can provide important elements, as mentioned above, that account for the power dynamic inside the classroom. Similarly, this study also claims that the set of data that was gathered and analyzed in the development of this project can be used as a guide or as a referent in other studies or contexts due to the way in which power relationships are present in all contexts and human relationships where interaction takes place. So, in spite of this issue was found in a specific environment, it was possible for the researchers to perceive this issue in another environment, opening the possibility for further research ideas about this issue and its variables. |
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2021-03-25T14:21:30Z |
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2021-03-25T14:21:30Z |
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Trabajo de grado - Pregrado |
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Garzón Mendoza, J. G., Soler Amortegui, J. J. & Suárez Díaz, C. L. (2020). Interaction : a way to understand power relationships in an EFL classroom. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/3425 |
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Garzón Mendoza, J. G., Soler Amortegui, J. J. & Suárez Díaz, C. L. (2020). Interaction : a way to understand power relationships in an EFL classroom. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/3425 |
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eng |
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Bailey, T. (1991). Classroom observation: A powerful tool for teachers? Nasen. doi 10.1111/j.1467-9604.1991.tb00203.x. Babativa, E. (2012). Asking about Content and Adding Content: two Patterns of Classroom Interaction. Applied linguistics journal, 14(1), 28-44. Bruner, J. (1960) The Process of Education, Cambridge, MA: Harvard University Press. Bucholtz, M. (2000). The politics of transcription. Journal of Pragmatics, 32(10), 1439- 1465. Burawoy, M. (2009). The extended case method. Four countries, four decades, four great transformations, and one theoretical tradition. Berkeley: University of California Press. Burawoy, M. (2002). The extended case method. Sociological Theory. doi 10.1111/0735- 2751.00040 Cárdenas, M. (Ed.). (2009). Investigación en el aula en L1 y L2 estudios, experiencias y reflexiones. Bogotá, Colombia: Facultad de Ciencias Humanas. Castel, M. (2009). Communication power. Oxford, UK: Oxford University Press. Clemmons, K., Nolen, A., & Hayn, J. (2014). Construction community in higher education regardless of proximity: Re-imagining the teacher education experience within social networking technology. Retrieved from: https://www.igiglobal.com/chapter/constructing-community-higher-educationregardless/78146 Correa, M (2006). Contexto, interacción y conocimiento en el aula, Revista Pensamiento Psicológico, Colombia, 2(7): 133-148 Correa, T., & Howell, J. (2004). Facing the challenges of itinerant teaching: Perspectives and suggestions from the field. Journal of Visual Impairment & Blindness, 97, 420433. Cummins, J. (2000). Language, power, pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters. Denzin, N. K. (1978). The research act. Chicago, IL: Aldine. (Original work published 1970). Delgado, J. (2014). The fluctuation of Power Relationships among High School Students. Universidad Distrital Francisco José de Caldas. Bogotá D.C., Colombia. Dörnyei, Z. (2007). Research methods in applied linguistics. New York, NY: Oxford University. Ellis, R. (2004). The definition and measurement of explicit knowledge. Language Learning, 54, 227-275. Flores, M., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teacher and Teacher Education, 22, 219-232. Forero-Rocha, Y. & Gómez-Rodríguez, L. F. (2016). The Influence of Power Relations on Teenagers’ Learning Process in an EFL Class. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14 (2), pp. 1493-1506. Foucault, M. (1980). Power/Knowledge-Selected Interviews and Other Writings, London Harvester Press, 98. Foucault, M. (1994). Foucault: Power and pedagogy. Cambridge University Press. Ghanizade, A., & Reza, M. (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context. System, 40, 37–47. Retrieved from https://www.sciencedirect.com/science/article/pii/S0346251X12000103 Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative Research. New York: Aldine De Gruyter. Gutiérrez Pulido, L. (2017). Students’ Power Relationships within an EFL Classroom. ENLETAWA JOURNAL, 9(1). Gutiérrez, L. (2016). Students’ Power Relationships within an EFL Classroom. ENLETAWA JOURNAL, 9(1). Recuperado a partir de https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/7538 Halcomb, E., & Davidson, P. M. (2006). Is verbatim transcription of interview data always necessary? Applied Nursing Research, 19(1), 38-42. Hashemi, M.R., & Ghanizadeh, A. (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context. System, 40, 37-47. Hattie, J. A. C., & Yates, G. C. R. (2014). Using feedback to promote learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum (p. 45–58). Society for the Teaching of Psychology. Herazo Rivera, J. D. (2009). Authentic oral interaction in the EFL Class: What it means, what it does not. Profile Issues in Teachers` Professional Development, 12(1), 47-61. Retrieved from https://studylib.es/doc/4585304/authentic-oral-interaction-in-the-eflclass--what-it-mean… Jimenez, P. (2007) Student’s use of power in the ELF classroom interaction. Master program of language teaching. Universidad Pedagógica y Tecnológica de Colombia. Johnson, K. (1995). Understanding communication in second language classrooms. Cambridge: Cambridge University Press. Kieren, D. K., & Munro, B. (1985). The observational recording dilemma (Report No. 143). Edmonton, AB: University of Alberta, Department of Family Studies. Lincoln, Y., & Guba, E. (2000). Paradigmatic controversies, contradictions, and emerging 120 confluences. In N. Denzin and Y. Lincoln (Eds). Handbook of qualitative research. London: Sage Publication Inc Maoer, D. (2008). Changing relationship: Who is the learner and who is the teacher in the online educational landscape?. Australasian Journal of Educational Technology, 24. Mares, C. (2004). Análisis de las interacciones maestra-alumnos durante la enseñanza de las ciencias naturales en primaria. Revista Mexicana de Investigación Educativa, 22 (9), 721-745. Méndez, T., & García, A. (2012). Exploring elementary students’ power and solidarity relations in an EFL Classroom. PROFILE, 14(1), 173-185. Moreno, J., & Bello, D. (2005). The generation of power relationship through the students' oral interaction under the use of a task-based syllabus. How Journal, 12(1), 44-60 Paulak, M., Bielak, J. & Mystkowska-Wiertelak, A.(Ed.)(2014). Classroom-oriented Research: Achievements and Challenges.Springer International Publishing. Switzerland. Pineda, J. (2015). Classroom interaction: A dynamic of questions and answers. Enletawa Journal, 8(2), 15 – 33. Ramos, B. (2004). Power relation in the EFL class through oral interaction (Master’s thesis). Universidad Distrital Francisco José de Caldas, Bogotá Ramos, B., Aguirre, J., & Torres, N. (2018). Enhancing EFL speaking skills in rural relations on teenagers’ learning process in an EFL class. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14(2), 1493-1506. Romero, Y. (2014). Interaction in a blended environment for English language learning. Gist Education and Learning Research Journal, (9), 142-146 Rocha, Y., & Rodriguez, L. (2016). The influence of Power Relationships on Teenagers’ Learning Process in an EFL Class. Revista Latinoamericana de ciencias sociales, Niñez y Juventud, 14(2),pp. 1493-1506. Simons, G. (2014) Perception of Russia's soft power and influence in the Baltic States. Public Relations Review, 1(41), 1-13. Spirkin, A. (1983). Dialectical materialism. Moscow: Progress Publishers. Spradley, J. P. (1979). The ethnographic interview. New York: Holt, Rinehart & Winston Stake, R. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research, pp. 443-466. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications. Tashakkori, A., & Teddlie, C. (1998). Mixed methodology. Thousand Oaks, CA: Sage. Tessier, S. (2012). From field notes, to transcripts, to tape recordings: Evolution or combination? Montréal, Canada: HEC Montréal. Torres-Cepeda, N. M., & Ramos-Holguín, B. (2019). Becoming language teachers: Exploring student-teachers’ identities construction through narratives. GiST Education and Learning Research Journal, 18, 6-27. https://doi.org/10.26817/16925777.441 Toste, V. (2014) The EFL classroom: Teaching more than English. Retrieved from https://oupeltglobalblog.com/2014/05/22/the-efl-classroom-teaching-more-thanenglish/. |
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Ramos Holguín, BerthaGarzón Mendoza, Jessica GisethSoler Amortegui, Juan JoséSuárez Díaz, Cindy Lorena2021-03-25T14:21:30Z2021-03-25T14:21:30Z2020Garzón Mendoza, J. G., Soler Amortegui, J. J. & Suárez Díaz, C. L. (2020). Interaction : a way to understand power relationships in an EFL classroom. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/3425http://repositorio.uptc.edu.co/handle/001/3425Eng: This study emerged from the necessity of understanding the way in which power and power relationships took place within the interaction a group of students studying English. Therefore, interaction in this study was the means to analyze and understand the way in which the power relationships operated inside the English classroom. Stemming from a qualitative approach that according to Dörnyei , “…has as a main objective to describe social phenomena as they occur naturally”(2007, p.336 ). In that order of ideas, it is possible to make sure that this study does not aim to measure elements inside the classroom but rather analyze the process of interactions and relationships between a group of pre-service teachers in an English classroom and the students. As part of the analysis in the study, it is evident that there are more elements that appear or happen amidst the development of the teaching-learning process, elements such as paralinguistics and kinesthetic aspects. The fact is, beyond having knowledge of a subject matter, teachers and individuals belonging to a classroom have to be aware that the interactive process can provide important elements, as mentioned above, that account for the power dynamic inside the classroom. Similarly, this study also claims that the set of data that was gathered and analyzed in the development of this project can be used as a guide or as a referent in other studies or contexts due to the way in which power relationships are present in all contexts and human relationships where interaction takes place. So, in spite of this issue was found in a specific environment, it was possible for the researchers to perceive this issue in another environment, opening the possibility for further research ideas about this issue and its variables.Bibliografía y webgrafía: páginas 116-122.PregradoLicenciado en Idiomas Modernos Español - Inglés1 recurso en línea (122 páginas)application/pdfengUniversidad Pedagógica y Tecnológica de ColombiaFacultad de Ciencias de la EducaciónTunjaLicenciatura en Idiomas Modernos Español - InglésCopyright (c) 2020 Universidad Pedagógica y Tecnológica de ColombiaAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/info:eu-repo/semantics/openAccessLicencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0)http://purl.org/coar/access_right/c_abf2Interaction : a way to understand power relationships in an EFL classroomTrabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_970fb48d4fbd8a85Bailey, T. (1991). Classroom observation: A powerful tool for teachers? Nasen. doi 10.1111/j.1467-9604.1991.tb00203.x.Babativa, E. (2012). Asking about Content and Adding Content: two Patterns of Classroom Interaction. Applied linguistics journal, 14(1), 28-44.Bruner, J. (1960) The Process of Education, Cambridge, MA: Harvard University Press.Bucholtz, M. (2000). The politics of transcription. Journal of Pragmatics, 32(10), 1439- 1465.Burawoy, M. (2009). The extended case method. Four countries, four decades, four great transformations, and one theoretical tradition. Berkeley: University of California Press.Burawoy, M. (2002). The extended case method. Sociological Theory. doi 10.1111/0735- 2751.00040Cárdenas, M. (Ed.). (2009). Investigación en el aula en L1 y L2 estudios, experiencias y reflexiones. Bogotá, Colombia: Facultad de Ciencias Humanas.Castel, M. (2009). Communication power. Oxford, UK: Oxford University Press.Clemmons, K., Nolen, A., & Hayn, J. (2014). Construction community in higher education regardless of proximity: Re-imagining the teacher education experience within social networking technology. Retrieved from: https://www.igiglobal.com/chapter/constructing-community-higher-educationregardless/78146Correa, M (2006). Contexto, interacción y conocimiento en el aula, Revista Pensamiento Psicológico, Colombia, 2(7): 133-148Correa, T., & Howell, J. (2004). Facing the challenges of itinerant teaching: Perspectives and suggestions from the field. Journal of Visual Impairment & Blindness, 97, 420433.Cummins, J. (2000). Language, power, pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.Denzin, N. K. (1978). The research act. Chicago, IL: Aldine. (Original work published 1970).Delgado, J. (2014). The fluctuation of Power Relationships among High School Students. Universidad Distrital Francisco José de Caldas. Bogotá D.C., Colombia.Dörnyei, Z. (2007). Research methods in applied linguistics. New York, NY: Oxford University.Ellis, R. (2004). The definition and measurement of explicit knowledge. Language Learning, 54, 227-275.Flores, M., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teacher and Teacher Education, 22, 219-232.Forero-Rocha, Y. & Gómez-Rodríguez, L. F. (2016). The Influence of Power Relations on Teenagers’ Learning Process in an EFL Class. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14 (2), pp. 1493-1506.Foucault, M. (1980). Power/Knowledge-Selected Interviews and Other Writings, London Harvester Press, 98.Foucault, M. (1994). Foucault: Power and pedagogy. Cambridge University Press.Ghanizade, A., & Reza, M. (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context. System, 40, 37–47. Retrieved from https://www.sciencedirect.com/science/article/pii/S0346251X12000103Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative Research. New York: Aldine De Gruyter.Gutiérrez Pulido, L. (2017). Students’ Power Relationships within an EFL Classroom. ENLETAWA JOURNAL, 9(1).Gutiérrez, L. (2016). Students’ Power Relationships within an EFL Classroom. ENLETAWA JOURNAL, 9(1). Recuperado a partir de https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/7538Halcomb, E., & Davidson, P. M. (2006). Is verbatim transcription of interview data always necessary? Applied Nursing Research, 19(1), 38-42.Hashemi, M.R., & Ghanizadeh, A. (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context. System, 40, 37-47.Hattie, J. A. C., & Yates, G. C. R. (2014). Using feedback to promote learning. In V. A.Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum (p. 45–58). Society for the Teaching of Psychology.Herazo Rivera, J. D. (2009). Authentic oral interaction in the EFL Class: What it means, what it does not. Profile Issues in Teachers` Professional Development, 12(1), 47-61. Retrieved from https://studylib.es/doc/4585304/authentic-oral-interaction-in-the-eflclass--what-it-mean…Jimenez, P. (2007) Student’s use of power in the ELF classroom interaction. Master program of language teaching. Universidad Pedagógica y Tecnológica de Colombia.Johnson, K. (1995). Understanding communication in second language classrooms. Cambridge: Cambridge University Press.Kieren, D. K., & Munro, B. (1985). The observational recording dilemma (Report No. 143). Edmonton, AB: University of Alberta, Department of Family Studies.Lincoln, Y., & Guba, E. (2000). Paradigmatic controversies, contradictions, and emerging 120 confluences. In N. Denzin and Y. Lincoln (Eds). Handbook of qualitative research. London: Sage Publication IncMaoer, D. (2008). Changing relationship: Who is the learner and who is the teacher in the online educational landscape?. Australasian Journal of Educational Technology, 24.Mares, C. (2004). Análisis de las interacciones maestra-alumnos durante la enseñanza de las ciencias naturales en primaria. Revista Mexicana de Investigación Educativa, 22 (9), 721-745.Méndez, T., & García, A. (2012). Exploring elementary students’ power and solidarity relations in an EFL Classroom. PROFILE, 14(1), 173-185.Moreno, J., & Bello, D. (2005). The generation of power relationship through the students' oral interaction under the use of a task-based syllabus. How Journal, 12(1), 44-60Paulak, M., Bielak, J. & Mystkowska-Wiertelak, A.(Ed.)(2014). Classroom-oriented Research: Achievements and Challenges.Springer International Publishing. Switzerland.Pineda, J. (2015). Classroom interaction: A dynamic of questions and answers. Enletawa Journal, 8(2), 15 – 33.Ramos, B. (2004). 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