Competing Discourses in the Algerian EFL Classroom : A Feminist Post- Structuralist Discourse Analysis

In this paper, I intend to move from the theoretical background of feminist post-structulism of the principles of feminist post-structuralist discourse analysis (FPDA), to recognize how we can apply such approaches to analyse discourse within the English as a foreign language classroom (EFL). My central concern is to delve into the fluctuating power relations through competing discourses. This research seeks to consider the relationship between gender and students use of effective speech and authoritative talk in the classroom.