本研究旨在探討教師與學生在課堂討論中所創造的意識形態，以及在課堂互動中教師如何創造出與學生較對等的權力關係。Fairclough (1992; 2003)的三層式批判論述分析認為社會結構與社會事件之間的關係是二元互動的，而社會實務為二者之中介。本研究藉由Fairclough (1992; 2003)三層式批判論述分析，以成人英語學習者為對象，分析課堂中的師生互動。分析結果發現，若教師於課堂互動中避免將自己定位為啟導者(The more knowledgeable other)，可創造出較對稱的師生關係；此外，即使教師試圖避免傳遞特定的價值觀和信念，教師的政治意識形態仍然存在於課堂討論中。根據研究發現，建議教師對自身教學提高反思性，將能更加意識到自身在課堂環境中所創造的意識形態，及其對學生的潛在影響。

Informed by language socialization theory (Ochs, 1988) Schieffelin & Ochs, 1986), this paper examined the political ideologies second language teachers construct through classroom discussion. Language socialization theory highlights the impact of ideologies with regard to expert-novice interactions. With the use of Fairclough’s (1992; 2003) three-dimensional critical discourse analysis, the study analyzed teacher-student interaction in an adult English as a second language classroom. This approach considers the relationship between social structures and social events as dialectical, and is mediated by social practices. The data demonstrates that the teachers’ avoidance of positioning themselves as the more knowledgeable others through classroom interaction could lead to a less asymmetrical relationship. The data also shows that regardless of teachers’ attempts to avoid passing on particular values and beliefs, their political ideologies are still present in classroom discussions. The study concludes by suggesting educators to foster critical reflexivity with the goal of becoming more aware of the ideologies they create in the classroom context and its potential impact on learners.