Reconstructing a teachers' discourse to build inclusive interactions using positive discourse analysis and a formative intervention program

ABSTRACT

This study aimed to transform the discourse of an English teacher to build peace and promote inclusive interactions, democracy, and social justice in the classroom with students with disabilities. It used formative interventions and positive discourse to transform the teacher’s activity system regarding a teacher’s discourse. Research has explored whether teachers’ discourse promotes a peaceful environment, revealing signs of discrimination and symbolic violence. Studies have focused on raising awareness of the power of teachers’ discourse to generate an understanding of its impact. Nevertheless, little is known about teachers’ discourse transformation to promote inclusive interactions while teaching English to students with disabilities. The study is framed under the theoretical underpinnings of activity theory aimed at transforming teachers’ praxis. Results showed transformation in the teacher’s discourse in three main elements: subject, object, and mediation tools.

KEYWORDS:

• Teachers’ discourse
• positive discourse analysis
• inclusion
• formative interventions
• activity theory

Sustainable Development Goals:

• SDG 4: Quality education
• SDG 10: Reduced inequalities
• SDG 16: Peace, Justice and strong institutions

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Keila Barreto

Keila Barreto Is a full-time teacher at a public school in Monteria, Colombia. She is an English teacher at Universidad de Córdoba. She holds a master's degree in English teaching from Universidad de Cordoba. She is a member of the INEW research group at the Universidad de Córdoba. She is currently carrying out studies in inclusive education, social justice and inequalities, discourse, and teachers' education.

Paula Garcia

Paula García Montes is a full-time teacher at the language department at Universidad de Cordoba Monteria Colombia. She holds both a specialization in language teaching and a master's degree in education from the Universidad del Norte. She is a member of the SIC research group at the Universidad de Córdoba. She is currently carrying out studies with a group of teachers and students, members of the research groups, INEW and SELF interested in genre-based pedagogy, inclusive education, social justice and inequalities, SFL, and teachers' education.

Yinary Acosta

Ginary Acosta is a part-time teacher at Universidad de Cordoba Monteria, Colombia. She holds a master's degree in English teaching from Universidad de Cordoba. She is a member of the INEW research group at the Universidad de Córdoba. She is currently carrying out studies in inclusive education, social justice and inequalities, discourse, and teachers' education.