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Impacts Of Positioning, Power, And Resistance On Efl Learners’ Identity Construction Through Classroom Interaction: A Perspective From Critical Classroom Discourse Analysis, Wenwen Tian, Remart Padua Dumlao
Impacts Of Positioning, Power, And Resistance On Efl Learners’ Identity Construction Through Classroom Interaction: A Perspective From Critical Classroom Discourse Analysis, Wenwen Tian, Remart Padua Dumlao
The Qualitative Report
In this study, we explored how positioning, power, and resistance might have possible impacts on learners’ identity construction. We conducted this study in a 6-month language and culture program from August 2018 to January 2019 involving one teacher and 24 English major undergraduate students at a public university in Thailand. Using Kumaravadivelu’s (1999) Critical Classroom Discourse Analysis (CCDA) as an analytical framework and Braun and Clarke's (2006) thematic analysis approach to analysing data , we found three themes that illustrate how participants demonstrated positioning, power, and resistance: (a) learners’ choice of code as passive resistance, (b) circulating power in interaction …