Edinburgh Napier University

  Language is at the ‘centre of what happens in the classroom’ (Manke, 1997: xvi). Indeed, it can be said that the classroom is a ‘universe of language’ (Bourdieu & Passeron, 1994: 19) where what is taught and learnt is done through spoken or written discourse. Within the classroom context, teachers have discursive rights, and are traditionally seen to hold the seat of power. They introduce lesson content, check for understanding, distribute speaking turns, nominate speakers, decide who can have the floor, and evaluate students’ answers. They are institutionally sanctioned to give or withhold praise, commend or criticize, and express approval or disapproval.
The findings of the current investigation can add to our understanding of how social relationships are established, maintained and shaped through talk. Given the importance that language plays in teaching and learning, significant insights can be gained from an awareness of how specific linguistic devices can be used strategically to create a supportive, non-threatening classroom environment. The main aim of this article is to provide insights into how the Filipino university lecturers in the study used language to mitigate face threatening acts (e.g. correcting students’ mistakes, issuing a challenge or disagreement and giving orders) thus preserving students’ self-esteem and making the classroom a safe place for learning.