Chapter 6. (Dis-)Empowering Learners in Inclusive ELT: Critical L2 Classroom Discourse Competence and Implications for Teaching Practice
Peter Schildhauer
Peter Schildhauer
Abstract
This chapter examines how classroom discourse practices can either empower or disempower learners in inclusive English language teaching, even in classrooms that explicitly aim to promote learner autonomy. Drawing on video-based classroom interaction data from inclusive and heterogeneous learner groups, the chapter introduces the concept of Critical L2 Classroom Discourse Competence as a key professional competence for language teachers. Through detailed macro- and micro-level discourse analysis, it demonstrates how learner-oriented methods may support autonomy at the structural level while being undermined by disempowering interactional practices, most notably the Initiation–Response–Evaluation (IRE) pattern. The chapter highlights how subtle verbal and non-verbal teacher moves, such as questioning styles, gaze, positioning, and feedback, shape learners’ agency, voice, and participation. By identifying discourse practices that open or close spaces for dialogue, the chapter offers concrete implications for reflective teaching practice and teacher education. Overall, it argues that fostering learner autonomy in inclusive ELT requires heightened awareness of classroom discourse and the ability to critically analyse, adapt, and model empowering interactional practices.
About the Author
Dr. Peter Schildhauer is a researcher in the English Teacher Education team at Bielefeld University. Inspired by his time as a teacher of English and German at a progressive school in Germany, he is interested in discourse practices in the context of cooperative learning in inclusive English language teaching. Additionally, his research focuses on how critical digital literacy can be fostered in light of the challenges posed by the spread of conspiracy theories in online environments.
Citation
Schildhauer, P. (2025). (Dis-)empowering learners in inclusive ELT: Critical L2 classroom discourse competence and implications for teaching practice.
In K. Heim, L. Dam, A. Albrecht, & C. Becker (Eds.), Reforming the foreign language classroom: Empowering learners to take ownership (pp. 126-150). Candlin & Mynard. https://doi.org/10.47908/40/6
This chapter examines how classroom discourse practices can either empower or disempower learners in inclusive English language teaching, even in classrooms that explicitly aim to promote learner autonomy. Drawing on video-based classroom interaction data from inclusive and heterogeneous learner groups, the chapter introduces the concept of Critical L2 Classroom Discourse Competence as a key professional competence for language teachers. Through detailed macro- and micro-level discourse analysis, it demonstrates how learner-oriented methods may support autonomy at the structural level while being undermined by disempowering interactional practices, most notably the Initiation–Response–Evaluation (IRE) pattern. The chapter highlights how subtle verbal and non-verbal teacher moves, such as questioning styles, gaze, positioning, and feedback, shape learners’ agency, voice, and participation. By identifying discourse practices that open or close spaces for dialogue, the chapter offers concrete implications for reflective teaching practice and teacher education. Overall, it argues that fostering learner autonomy in inclusive ELT requires heightened awareness of classroom discourse and the ability to critically analyse, adapt, and model empowering interactional practices.
About the Author
Dr. Peter Schildhauer is a researcher in the English Teacher Education team at Bielefeld University. Inspired by his time as a teacher of English and German at a progressive school in Germany, he is interested in discourse practices in the context of cooperative learning in inclusive English language teaching. Additionally, his research focuses on how critical digital literacy can be fostered in light of the challenges posed by the spread of conspiracy theories in online environments.
Citation
Schildhauer, P. (2025). (Dis-)empowering learners in inclusive ELT: Critical L2 classroom discourse competence and implications for teaching practice.
In K. Heim, L. Dam, A. Albrecht, & C. Becker (Eds.), Reforming the foreign language classroom: Empowering learners to take ownership (pp. 126-150). Candlin & Mynard. https://doi.org/10.47908/40/6
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Information About the Book
Title: Reforming the Foreign Language Classroom: Empowering Learners to Take Ownership Editors: Katja Heim, Leni Dam, Annika Albrecht, and Carmen Becker Read more... |