Power Relations in English Language Classrooms: A Critical Discourse Analysis of Teacher–Student Interaction in Pakistani BS English Programs

Abstract

Teacher–student interaction is a central component of English language teaching because it influences learning, participation, classroom relationships, and knowledge construction. The language used by teachers and students not only facilitates communication but also reflects authority, identity, and power within the classroom. This study examines power relations in English language classrooms through a Critical Discourse Analysis (CDA) of teacher–student interaction in BS English programs at Islamabad Model Postgraduate Colleges, Islamabad. The research adopts a qualitative design and is guided by Fairclough's (1995) Three-Dimensional Model of Critical Discourse Analysis together with Foucault's (1977, 1980) theory of power. Data are collected through classroom observations, audio-recorded classroom interactions, and semi-structured interviews with teachers and students. The analysis focuses on questioning strategies, lexical choices, directives, modality, turn-taking, feedback, and classroom participation to understand how power is constructed and negotiated during classroom communication. The findings indicate that teachers generally maintain institutional authority through classroom management and instructional discourse, while students actively negotiate participation by asking questions, expressing opinions, and engaging in collaborative discussions. The study concludes that effective English language classrooms require a balance between teacher authority and learner participation. Such a balance creates an inclusive learning environment that enhances students' communicative competence, confidence, critical thinking, and academic engagement. The findings contribute to discourse studies and English language teaching by providing practical implications for teachers, curriculum developers, and educational policymakers in Pakistan.