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All Journal Jurnal Bahasa, Sastra, dan Budaya Jurnal Inovasi Al-Lisan Celt: A Journal of Culture, English Language Teaching & Literature IJoLE: International Journal of Language Education Jambura Journal of English Teaching and Literature JENTERA: Jurnal Kajian Sastra Ideas: Jurnal Pendidikan, Sosial dan Budaya FOSTER: Journal of English Language Teaching Randwick International of Education and Linguistics Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) TRANS-KATA: Journal of Language, Literature, Culture, and Education Journal of English Education and Linguistics Lingua Al-Lisan: Jurnal Bahasa Jurnal Ilmu Pendidikan (SOKO GURU) Research Review: Jurnal Ilmiah Multidisiplin Journal of Scientific Research, Education, and Technology DIMASATRA Madani: Multidisciplinary Scientific Journal Language, Technology, and Social Media Soko Guru: Jurnal Ilmu Pendidikan
Nonny Basalama
Universitas Negeri Gorontalo
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Journal : FOSTER: Journal of English Language Teaching

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Reproducing Power through Classroom Discourse: A Critical Discourse Analysis of Teacher–Child Interaction in Non-Formal Preschool Education Ahaya, Sri Meiti Anggraini; Basalama, Nonny
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.346

Abstract

This study investigates teacher–child interaction in non-formal preschool education for children aged 0–4 years using Critical Discourse Analysis (CDA). It addresses a research gap in classroom discourse research, which has predominantly focused on formal education, while non-formal early childhood settings remain underexplored. The study aims to examine how teachers’ language organizes interaction, regulates children’s participation, and reproduces classroom power relations. A qualitative design was employed in a non-formal playgroup in Kecamatan Suwawa, Indonesia. Data were collected from eight classroom observation sessions conducted over four weeks, involving one teacher and fifteen children aged 0–4 years. Each session lasted approximately 60–90 minutes. Classroom interactions were audio-recorded, transcribed, and analyzed using Fairclough’s three-dimensional CDA framework. The findings show that teacher talk is dominated by imperative speech acts (75%), followed by interrogatives (20%) and declaratives (5%). Display questions (70%) are used more frequently than referential questions (30%), indicating that interaction remains largely teacher-directed. From a critical perspective, these patterns normalize teacher authority and limit children’s dialogic participation. The study highlights the persistence of hierarchical interactional structures in non-formal preschool settings and provides insights for promoting more participatory classroom communication.
Co-Authors Abid, Abid Afriyanti Yusuf Ahaya, Sri Meiti Anggraini Aprilia Abubakar Ashrafiany NA Bambela, Musdhalifa Muslima Dama, Dewi daud, enni akhmad Deki Zulkarnain Haris Danial Hassanudin Fatsah Helena Badu Hidayati Otoluwa, Moon Indri Wirahmi Bay Jafar Lantowa Latief, Dewi Sasmita Mahyudin, Firman A. Mokodompit, Andini Mokodompit, Isnawita Muziatun Muziatun Mukadji Rachmi Laya Rahman Taufiqrianto Dako Riman Kasim Riman Kasim Sartin T. Miolo Sri Agriyanti Mestari Syarifuddin Achmad Syarifuddin Achmad, Syarifuddin Taufiqrianto Dako, Rahman Tetin lamusu Titien Fatmawaty Mohammad Tryanti R. Abdulrahman Widodo, Mohammad Rizky Yusna Bantulu Zulkifli Tanipu