POWER RELATIONS IN TEACHER-STUDENT INTERACTIONS: A CRITICAL DISCOURSE ANALYSIS OF ENGLISH CLASSROOM TALK

Abstract

This study examines how power relations are constructed and negotiated in teacher-student interactions within an English as a Foreign Language (EFL) classroom. Focusing on how language reflects authority and roles in education, the research uses a Critical Discourse Analysis (CDA) framework to explore classroom discourse. Conducted in a fourth-semester English education class at Lancang Kuning University, the qualitative study analyzed data from classroom recordings, transcripts, and selected interactions. Key discourse features such as speech acts, turn-taking, modality, and code-switching were examined. The findings show a dominance of teacher-centered discourse, with teachers frequently using directive and declarative language to manage classroom behavior and learning activities. Student responses were often brief and passive, though subtle resistance—like hesitation or silence—indicated that power was not fixed but negotiated. Teachers also used motivational language, reflecting soft power strategies that encouraged engagement while maintaining control. Overall, the study highlights how classroom talk reinforces institutional norms and affects student agency. It concludes that teacher awareness of language use is essential for creating more inclusive and empowering learning environments