WEAPONISING CLASSROOM INTERACTION: NONVERBAL AUTHORITY IN UMBRIDGE’S FIRST DEFENCE AGAINST THE DARK ARTS LESSON AND IMPLICATIONS FOR LANGUAGE TEACHER EDUCATION
TOPLUMDİLBİLİM ARAŞTIRMALARI III KURAMSAL ve UYGULAMALI YAKLAŞIMLAR, Kadri Nazlı, Editör, Çizgi Kitabevi, Konya, ss.381-400, 2026
- Yayın Türü: Kitapta Bölüm / Araştırma Kitabı
- Basım Tarihi: 2026
- Yayınevi: Çizgi Kitabevi
- Basıldığı Şehir: Konya
- Sayfa Sayıları: ss.381-400
- Editörler: Kadri Nazlı, Editör
- Bursa Uludağ Üniversitesi Adresli: Evet
Özet
Language weaponising has recently gained increasing attention in language education, particularly as a way of understanding how words, discourse, and language practices may be used to inflict harm (Bryan & Pentón Herrera, 2024). Existing research has examined this process at macro levels, where language is implicated in colonial and imperial power relations (e.g., Canagarajah, 2023), at meso levels, where policy and disciplinary practices shape language use (e.g., Cushing, 2020), and at micro levels, where classroom discourse organises participation, authority, and learning opportunities, particularly in the area of translanguaging (e.g., Fang & Xu, 2022). This chapter extends the micro-level focus by arguing that language weaponising is not limited to verbal discourse. In classroom interaction, nonverbal resources such as gaze, posture, spatial positioning, gesture, silence, facial expression, voice quality, and object manipulation can function to structure participation (see, e.g., Qin & Wang, 2021; Zhou, Li, & Cheng, 2025). However, as Walsh (2011, 2013) warns, these resources may also become mechanisms through which pedagogical authority is imposed, dialogue is constrained, and learner participation is regulated, thus hindering learning.