scholarly journals The mediating effects of teacher-student power relations in a blended English course for academic purposes

2021 ◽  
pp. 46-51
Author(s):  
Li Cheng
Keyword(s):  
Language Learners ◽  
Power Relations ◽  
Role Identity ◽  
Supporting Evidence ◽  
Academic English ◽  
Mediating Effects ◽  
Structured Interviews ◽  
Online Interactions ◽  
Teacher Student ◽  
Student Power

Guided by the theory of Language Socialization (LS), this study investigates the mediating effects of teacher-student power relations in an academic English course. To do so, several sets of data were collected: responses to a questionnaire survey, a series of semi-structured interviews, and the online interactions which took place on two teaching platforms (WeChat and QQ). Our results show that together with other factors, the power relations highlighted in this study influenced the participants’ academic performances. Besides, three types of teacher-student power relations were brought to the fore. Eventually, the power relations identified affected the construction of role identity in our study. The findings provide supporting evidence for the complicated power relations which exist between language learners and their community of practice.

scholarly journals Teacher Beliefs and Emotion Expression in Light of Support for Student Psychological Needs: A Qualitative Study

2019 ◽  
Vol 9 (2) ◽  
pp. 68 ◽  
Author(s):  
Jingwen Jiang ◽  
Marja Vauras ◽  
Simone Volet ◽  
Anne-Elina Salo
Keyword(s):  
Teacher Beliefs ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Emotion Expression ◽  
Future Research ◽  
Student Behaviors ◽  
Structured Interviews ◽  
Teacher Student ◽  
Teachers And Students ◽  
Student Power

This study explored teacher beliefs and emotion expression via six semi-structured interviews with teachers, and discussed the findings in relation to the Self-Determination Theory, which addresses teacher support for autonomy, competence, and relatedness. The findings showed that teacher beliefs about their roles as educators, carers, and providers of reassurance reflected expressing clear expectation, caring for students, and considering student perspectives and feelings; teacher beliefs about equality between teachers and students appeared connected with trust in students and encouragement of their self-initiation; teacher beliefs about closeness to students reflected caring for students; teacher expression of negative emotions by discussing the problem with students conveyed explanatory rationales for expected student behaviors. This study revealed that teacher beliefs about teacher-student power relations may be connected with teacher appraisals of student misbehaviors. The findings also suggest that teachers need to discuss the problem with students rather than lose their temper or suppress their emotion when they feel a need to direct-stage anger. Future research could investigate teachers’ faking a particular emotion, such as faking indifference as revealed in the present study. Future research could also explore the reason for and harmfulness of embracing beliefs, e.g., negative expression of anger as a safety belt.

scholarly journals Adoption of non-Chinese Names as Identity Markers of Chinese International Students in Japan

Names ◽  
2021 ◽  
Vol 69 (2) ◽  
Author(s):  
Jinyan Chen
Keyword(s):  
International Students ◽  
Personal Identity ◽  
Chinese International Students ◽  
Structured Interviews ◽  
Personal Names ◽  
Teacher Student ◽  
Student Power ◽  
English Speaking ◽  
Identity Markers ◽  
Naming Practices

This study explores naming practices among Chinese international students and their relation to personal identity during their sojourn in Japan. Although previous studies have reported that some Chinese international students in English-speaking countries adopt names of Western origin (Cotterill 2020; Diao 2014; Edwards 2006), participants in this study were found to exhibit different naming practices: either adopting names of Japanese or Western origin; or retaining both Western and Japanese names. Drawing on fifteen semi-structured interviews with Mainland Han Chinese students, this investigation examines their motivations for adopting non-Chinese names and determines how personal identities are presented through them. The qualitative analysis reveals that the practice of adopting non-Chinese names is influenced by teacher-student power relations, Chinese conventions for terms of address, pronunciation, and context- sensitivity of personal names. As will be shown in this article, through the respondents’ years of self-exploration, their self-adopted non-Chinese names gradually became internalized personal identity markers that allow the bearers to explore and exhibit personality traits, which might not have been as easily displayed via their Chinese given names.

Chapter 2.4: Teacher–Student Power Relations in Bakhtinian Pedagogy

2019 ◽  
pp. 199-223
Author(s):  
Eugene Matusov ◽  
Ana Marjanovic-Shane ◽  
Mikhail Gradovski
Keyword(s):  
Power Relations ◽  
Teacher Student ◽  
Student Power

Negative Evidence in Language Classroom Activities

2003 ◽  
Vol 141-142 ◽  
pp. 301-344 ◽  
Author(s):  
Teresa Pica ◽  
Gay N. Washburn
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Matter Content ◽  
Negative Evidence ◽  
Academic English ◽  
Classroom Activities ◽  
Sentence Construction ◽  
Language Classroom ◽  
Subject Matter Content

This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules. Data came from adult, pre-academic English language learners during six discussions of American film and literature, and six sets of sentence construction exercises. Findings revealed little availability of negative evidence in the discussions, as students' fluent, multi-error contributions drew responses that were primarily back-channels and continuation moves. Greater availability and accessibility of negative evidence were found in the sentence construction exercises, as students were given feedback following their completion of individual sentences. Results from the study suggested several pedagogical implications and applications.

Reflections on student power: An absurdist viewpoint

2020 ◽  
pp. 175774382098417
Author(s):  
Brad Bierdz
Keyword(s):  
Higher Education ◽  
Social Interaction ◽  
Social Identity ◽  
Power Relations ◽  
Social Power ◽  
Relevant Research ◽  
Educational Spaces ◽  
Student Power ◽  
Attention To Students

This exploration takes a look at how students in higher education are disempowered through regimes of social power that are always already extant and ubiquitous within educational regimes. Moreover, this exploration pays particular interest and attention to students in higher education because in many cases throughout relevant research, these student populations are conceived as being the most empowered students within a broad educational landscape, which this piece foundationally challenges. Fundamentally, this article uses a Camusian or Absurdist notion of power and social identity to make sense of how students in higher education take up space within seemingly disempowered educational spaces only to insistently and futilely call to themselves and other students as empowered, although such insistences are empty fallacies of specific social humanities hailing towards their only perceived means of ‘valuable’ social interaction defined by modern conceptions of humanity always already within power relations.

Young learners’ voices: Towards a learner-centered approach to understanding language assessment literacy

2021 ◽  
pp. 026553222199227
Author(s):  
Yuko Goto Butler ◽  
Xiaolin Peng ◽  
Jiyoon Lee
Keyword(s):  
Language Assessment ◽  
Sixth Grade ◽  
Assessment Literacy ◽  
Supporting Evidence ◽  
Structured Interviews ◽  
Assessment Practice ◽  
Young Learners ◽  
Assessment Tasks ◽  
Sixth Grade Students ◽  
Assessment Skills

Language assessment literacy (LAL) has recently gained substantial attention among language educators and other stakeholders. However, existing models focus almost exclusively on teachers, test developers, and administrators, and lack students’ perspectives in their conceptualizations. To address this gap, with this exploratory study we aimed to understand young learners’ LAL. The participants were fourth- and sixth-grade students (ages 9–10 and 11–12, respectively, with 10 participants in each age group) in China. After taking English mock tests, the children participated in individual, semi-structured interviews that covered their understanding of the following: (a) assessment purposes and theories (their knowledge about how assessment works); (b) assessment skills (their views of assessment designs, procedures, and content); and (c) assessment principles (their notion of fairness, cheating, and feedback). The data were analyzed qualitatively in line with current LAL models. The results suggest that the children already had substantial assessment literacy in knowledge, skills, and principles. Although their teachers’ assessment practice remains form-focused, children generally want more communicative-based and diagnostic assessment. They also want more cognitively challenging and enjoyable assessment tasks. Our findings provide solid supporting evidence for the importance of considering students’ perspectives, along with the views of other stakeholders, in order to have a more balanced understanding of LAL.

The Role of Situational Context in High School Teachers Use of Graphing Calculator in Mathematics Instruction

2016 ◽  
Vol 6 (2) ◽  
pp. 29-45
Author(s):  
Francis Nzuki
Keyword(s):  
Mathematics Instruction ◽  
Graphing Calculators ◽  
Graphing Calculator ◽  
Structured Interviews ◽  
Equity Issues ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Mediating Tools ◽  
Student Subject

By taking into consideration the significance of the socio-economic contexts, this research investigates teachers' perceptions of the role of graphing calculators, as mediating tools, to help facilitate mathematics instruction of students from two different SES backgrounds. The main source of data are in-depth semi-structured interviews with four teachers, two from each SES school. In general, the participants' perceptions of the role of the graphing calculator were dependent on the context within which it was used. Also, the participants played a crucial role in determining the nature of graphing calculator use with the low-SES school's participants appearing not to involve their students in lessons that capitalized on the powerful characteristics of graphing calculators. To tease out the role of the situation context, a four-component framework was conceptualized consisting of teacher, student, subject matter, and graphing calculator use. The components of the framework were taken to be continuously in interaction with one another implying that a change or perturbation in one of the components affected all the other components. The continuous interactions of the components of this framework suggest that equity issues in connection to the nature of graphing calculator use should be an ongoing process that is continuously locating strategies that will afford all students appropriate access and use of graphing calculators.

scholarly journals Asymmetric Power Relations in Gynaecological Consultations for Cervical Cancer Prevention: Biomedical and Gender Issues

2021 ◽  
Vol 18 (15) ◽  
pp. 7850
Author(s):  
Carla Freijomil-Vázquez ◽  
Denise Gastaldo ◽  
Carmen Coronado ◽  
María-Jesús Movilla-Fernández
Keyword(s):  
Cervical Intraepithelial Neoplasia ◽  
Power Relations ◽  
Intraepithelial Neoplasia ◽  
Cervical Cancer Prevention ◽  
Emotional Reactions ◽  
Limited Information ◽  
Structured Interviews ◽  
Biomedical Knowledge ◽  
Asymmetric Power ◽  
And Gender

A generic qualitative research, using a poststructuralist feminist perspective, was conducted in a Spanish gynaecology unit with the following aims: (a) to analyse how asymmetric power relations in relation to biomedical knowledge and gender shape the medical encounters between gynaecologists and women diagnosed with cervical intraepithelial neoplasia and (b) to explore the cognitive, moral, and emotional responses expressed by patients. A total of 21 women diagnosed with cervical intraepithelial neoplasia were recruited through purposive sampling. Semi-structured interviews were recorded and transcribed, and a thematic analysis was carried out. Two major themes were identified: (a) gendered relations in cervical intraepithelial neoplasia medical encounters are based on hidden, judgmental moral assumptions, making women feel irresponsible and blamed for contracting the human papillomavirus infection; (b) biomedical power is based on the positivist assumption of a single truth (scientific knowledge), creating asymmetric relations rendering women ignorant and infantilised. Women reacted vehemently during the interviews, revealing a nexus of cognitive, moral, and emotional reactions. In medical encounters for management of cervical intraepithelial neoplasia, patients feel they are being morally judged and given limited information, generating emotional distress. Healthcare professionals should question whether their practices are based on stereotypical gender assumptions which lead to power asymmetries during encounters.

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