Aprilia Susanti, Pratiwi Retnaningdyah, Ahmad Munir, Slamet Setiawan
Reaching out to parents is challenging, especially for teachers. However, dominance, oppression, control or negligence is the issue in the home-school connection activity. Through a two hour reflective practice, five English as a foreign language (EFL) teachers share the personal experiences they have encountered during a home-school connection activity. The framework of classroom critical discourse analysis (CCDA) and multimodal discourse analysis (MDA) are carried out to reveal: what EFL home-school connection looks like; the biggest challenge the teacher encounters; and how meaning is made around EFL home-school connection across semiotic modes of teachers' reflection. This study found that: 1) every participant indicates a different way of reaching out to parents; 2) the biggest challenge for each participant is different from one another, meaning that it is personal and context-based; and 3) verbal and non-verbal text such as semiotic devices indicate how participants make meaning of the home-school connection activity, particularly when dealing with parents. © 2020 Primrose Hall Publishing Group.
Universitas Negeri Surabaya, Indonesia; Universitas Nahdlatul Ulama Sunan Giri, Indonesia
