The Influence of Power Relations on Teenagers’Learning Process in an EFL Class

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Yolima Forero-Rocha
Luis Fernando Gómez-Rodríguez


(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.


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Cómo citar
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).
Segunda Sección: Estudios e Investigaciones
Biografía del autor/a

Yolima Forero-Rocha, Isabela II School, Colombia.

She holds a M.A. Degree in the Teaching of Foreign Languages from Universidad Pedagógica Nacional de Colombia and a degree in Philology and Languages from Universidad Nacional de Colombia. She is a teacher at Elizabeth II School.

Luis Fernando Gómez-Rodríguez, Universidad Pedagógica Nacional, Colombia.

He holds a Ph.D. in English Studies from Illinois State University, USA, a M. A. in education from Carthage College, USA, and a B. A. degree in English and Spanish from Universidad Pedagógica Nacional (UPN). He is an associate teacher at UPN.