Examining power through social relations in teachers’ discourse about intercultural education

Abstract

This study examined power through social relations between entities in the implementation of intercultural communicative competence (ICC) in an environment where English is spoken as a foreign language. The examination involved analysing the discourse of two foreign English teachers. Specifically, subject positioning of entities, made apparent through pronominal markers and shifts, as well as discourse meaning, were analysed to establish attributes and relations pertinent to the teaching and learning entities and context. The findings showed how teachers’ epistemologies can be made visible through the examination of discourse. Steven, a participant of this study, indicated that while he seemingly practised an inclusive approach, he was restricted by his teaching context, which appeared to be stricter, and his students’ language proficiency. The second teacher, Tamara, was more democratic in her pedagogical approach, seen through her students’ involvement. This signified a more open work environment as both teacher and student could make necessary adjustments to support the learning objectives. From this study, we could see how intercultural education is still perceived differently. This difference may be due to the parameters of the teachers. This study also showed how teachers’ discourse is a feasible site for the examination of power.