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All Journal Cakrawala Pendidikan JOLLT Journal of Languages and Language Teaching
Munir, Fouzia
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Education Languange, Linguistic, Communication & Media

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Functions of teacher authority in classroom interaction: Investigating contexts for language learning Munir, Fouzia
Jurnal Cakrawala Pendidikan Vol. 44 No. 2 (2025): Cakrawala Pendidikan (June 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i2.81313

Abstract

Classroom interaction is fundamental to any pedagogical practice. Through interaction, teachers accomplish the tasks of teaching and managing classroom activities. Whatever approach a new or experienced teacher takes to teaching, classroom communication mediates between teaching and learning. The teacher-student relationship is inherently asymmetrical, where the teacher has the power to establish different contexts for language use and learning in a classroom and to control student behaviour. The aim of the study is to investigate the typical discursive structures of classroom interaction to determine the different contexts for language learning. Qualitative data was collected from five schools in the Eastern Cape, South Africa. The data was analysed using theoretical and analytical models from conversation and discourse analysis. The findings revealed that teachers use their authority and power to set up contexts where learners partake in different forms of interaction, which have different implications for language learning. In some contexts, the teacher strictly controls interaction; in others, the students have more power over their interaction. Teachers must be cognisant of their choices to make informed pedagogical decisions in their language classrooms.
Being Monolingual in a Multilingual Space: An Autoethnographic Exploration of Educational Experiences Mathabata, Colleen Ashlin; Munir, Fouzia
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14500

Abstract

This study aims to explore the challenges of being monolingual in multilingual spaces, regardless of which language is an individual’s home language. The study focuses on South African educational institutions. South Africa is a multilingual country with a monolingual history. During the apartheid era in South Africa, Afrikaans was imposed as the official language; post-apartheid, English is the dominant language in the country. This is problematic because South Africa is a diverse country with 12 official languages, yet monolingualism still prevails, causing language barriers in different spaces. The study utilises a qualitative, autoethnographic approach to describe lived experiences of monolingualism. It contributes to understanding how monolingual policies in educational spaces affect the students directly. There is very little research about the monolinguistic perceptions of students studying in multilinguistic contexts. Thus, this study examines the autoethnographic experiences of two educational contexts, secondary school and university, through the eyes of the first author. Thematic analysis is used to analyse these experiences regarding the challenges of monolingualism and the need for multilingualism in a diverse context. Findings show that monolingualism causes barriers to communication and affects students’ academic success. They struggle to navigate through educational spaces where the medium of instruction is a language other than their home language. They are limited in their interactions when they cannot speak the language being used. A diverse educational space needs multilingualism to benefit individuals, academically and socially. This has implications for educational policies and practices. In order to help students benefit from their educational experience and to prepare them for a multilingual society, focused attention should be given to inclusive language policies and the implementation thereof. In addition, there is a dire need to change negative language attitudes, since positive language attitudes promote multilingualism.
Co-Authors Mathabata, Colleen Ashlin