Keywords
language ideology, classroom interaction, EFL, critical discourse analysis, and power.
Abstract
Language ideology is widely recognized as a significant factor of classroom interaction, and it is especially true in EFL contexts where the beliefs about language, identity, and power are probably the most common ones and are the influence of the institution's practices. This study explores how language ideology is constructed, renewed, and contested in EFL institutions through classroom interactions. The study uses Critical Discourse Analysis where the principles of language ideology, discourse in the classroom, and power will be employed. The qualitative method used in the study to analyze the process of naturalistic discourse in the classroom. The analysis' findings revealed how the dominant ideology regarding standard English, native speakers, and language correctness is established through teacher-student interactions, participation, and language evaluations in the classroom. The current study is based on the principle that discourse in the classroom is a dynamic process where the meanings associated with language ideology are continually redefined.
