The Influence of Power Relations on Teenagers’Learning Process in an EFL Class

The Influence of Power Relations on Teenagers’Learning Process in an EFL Class
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The Influence of Power Relations on Teenagers’Learning Process in an EFL Class

(Descriptive): This research article reports on a descriptive case study that explored the power relations among teenagers in an English class at a public school in Bogotá, Colombia. Data collected from field notes and students’ opinions shared in journals and a questionnaire showed that these youn...

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Journal Title: Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud
Main Author: Yolima Forero-Rocha
Other Authors: Luis Fernando Gómez-Rodríguez
Palabras clave:
Language: Spanish
Get full text: http://revistaumanizales.cinde.org.co/index.php/Revista-Latinoamericana/article/view/2621
Resource type: Journal article
Source: Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud; Vol 14, No 2 (Year 2016).
Publisher: Universidad de Manizales
Usage rights: Reconocimiento - NoComercial - SinObraDerivada (by-nc-nd)
Subjects: Social Sciences --> Social Sciences, Interdisciplinary
Abstract: (Descriptive): This research article reports on a descriptive case study that explored the power relations among teenagers in an English class at a public school in Bogotá, Colombia. Data collected from field notes and students’ opinions shared in journals and a questionnaire showed that these young learners were divided into dominant, passive, and marginalized groups. Findings indicated that the dominant groups’ rude interruptions in class activities and bullying practices, such as gossiping and ridiculing, affected dominated students in a negative way. Submissive teenagers reduced their participation in class and were poorly engaged with the learning process. The research concludes that EFL education should not only be concerned about teaching language content, but should also consider students’ social conflicts to improve academic performance.