The Unconscious Role of Teachers in Bullying incidents in EFL classroom

Abstract

This qualitative research study aims to examine and analyze how unconscious teacher behaviors affect bullying dynamics in English as a Foreign Language (EFL) classrooms within Colombian public schools, specifically in the Bogotá area. The study follows an interpretative paradigm and a narrative inquiry approach to explore students' perceptions and experiences regarding the role of teachers in bullying incidents. As well, this research is framed within the concept of student identity development, considering how unconscious teacher actions may influence students’ sense of self, peer interactions, and classroom hierarchies. The target population consists of EFL students from different educational institutions who have directly or indirectly experienced bullying. To gather data, the study will employ semi-structured interviews, focus groups, and narratives. All of them allow this study to capture different sides of the students’ perspectives on the bullying phenomena. Besides, through the triangulation of these multiple data sources, the current study seeks to uncover unconscious teacher actions that can intersect with bullying incidents and in turn open spaces among teachers for further discussions and studies.