The influence of power relations on teenagers’ learning process in an efl class Report as inadecuate




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Luis Fernando Gómez-Rodríguez ;Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud 2016, 14 2

Author: Yolima Forero-Rocha

Source: http://www.redalyc.org/


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Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud ISSN: 1692-715X revistaumanizales@cinde.org.co Centro de Estudios Avanzados en Niñez y Juventud Colombia Forero-Rocha, Yolima; Gómez-Rodríguez, Luis Fernando The Influence of Power Relations on Teenagers’ Learning Process in an EFL Class Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, vol.
14, núm.
2, juliodiciembre, 2016, pp.
1493-1506 Centro de Estudios Avanzados en Niñez y Juventud Manizales, Colombia Available in: http:--www.redalyc.org-articulo.oa?id=77346456042 How to cite Complete issue More information about this article Journals homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative The Influence of Power Relations on Teenagers’ Learning Process in an EFL Class Referencia para citar este artículo: Forero-Rocha, Y.
& Gómez-Rodríguez, L.
F.
(2016).
The Influence of Power Relations on Teenagers’ Learning Process in an EFL Class.
Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14 (2), pp.
1493-1506. The Influence of Power Relations on Teenagers’ Learning Process in an EFL Class* Yolima Forero-Rocha** Teacher-researcher, Isabela II School, Colombia. Luis Fernando Gómez-Rodríguez*** Teacher-researcher, Universidad Pedagógica Nacional, Colombia. Artículo recibido en septiembre 4 de 2015; artículo aceptado en febrero 23 de 2016 (Eds.) • Abstract (Descriptive): This research article reports on a descriptive case study that explored the power relations among teenagers in an English class at a public school in Bogotá, Colombia. Data collected from field notes and students’ opinions shared in journals and a questionnaire showed that these young learners were divided into dominant, passive, and marginalized groups.
Findings indicated that the dominant groups’ rude interruptions in...





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