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dc.creatorForero-Rocha, Yolima
dc.creatorGómez-Rodríguez, Luis Fernando
dc.date.accessioned2016-10-20T17:38:09Z
dc.date.available2016-10-20T17:38:09Z
dc.date.created2016-07-22
dc.identifierhttp://revistaumanizales.cinde.org.co/rlcsnj/index.php/Revista-Latinoamericana/article/view/2621
dc.identifier.urihttp://hdl.handle.net/20.500.11907/916
dc.description(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 class activities and bullying practices, such as gossiping and ridiculing, affected dominated students in a negative way. Submissive teenagers reduced their participation in class and were poorly engaged with the learning process. The research concludes that EFL education should not only be concerned about teaching language content, but should also consider students’ social conflicts to improve academic performance.es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherCindees-ES
dc.relationhttp://revistaumanizales.cinde.org.co/index.php/Revista-Latinoamericana/article/view/2621/746
dc.rightsCopyright (c) 2016 Revista Latinoamericana de Ciencias Sociales, Niñez y Juventudes-ES
dc.sourceRevista Latinoamericana de Ciencias Sociales, Niñez y Juventud; Vol. 14, Núm. 2: Julio - Diciembre de 2016es-ES
dc.source2027-7679
dc.source1692-715X
dc.subjectInterpersonal relations, teenagers, student participation, bullying, oppression, academic performance (Unesco Social Sciences Thesaurus). Authors’ key words: power relations, EFL education.es-ES
dc.titleThe Influence of Power Relations on Teenagers’Learning Process in an EFL Classes-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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