Language, Learning, and Institutional Tensions in the Classroom: A Case Study of School Practices
DOI:
https://doi.org/10.15658/rev.electron.educ.pedagog26.06101803Keywords:
Learning, Labor Conflict, Language Development, Case Study, Teaching PracticeAbstract
The objective is to explore how language influences teaching practices and pedagogical relationships through a case study involving six elementary school teachers from a private school in Mexico City. A focus group was conducted in which the participants shared their perceptions regarding the use of language in the classroom, emphasizing its importance for comprehension, discipline, and the development of communicative competencies. The findings indicate that language is essential for establishing equitable pedagogical relationships; however, tensions emerge from institutional demands, parental expectations, and the emotional burdens experienced by teachers. A key finding concerns the conflict faced by one teacher regarding the expectations imposed by parents and school administrators, revealing how language can become a space for negotiation and mediation. The study concludes that language should be understood not only as an academic tool but also as a sociocultural and institutional phenomenon that shapes educational practices and relationships.
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