International Journal of Language Learning and Applied Linguistics World (IJLLALW) Volume 8 (2), February 2015; 5163 Beigi Rizi, A. R., & Dabaghi, A EISSN: 22892737 & ISSN: 22893245 www.ijllalw.org 51 A CLOSE LOOK AT LESSON PLAN, LANGUAGE AND POWER IN EFL CLASSROOM Ahmad R. Beigi Rizi 1 (PhD Candidate, University of Isfahan, Islamic Republic of Iran) arbeigi@fgn.ui.ac.ir Dr. Azizollah Dabaghi (Assistant Professor, University of Isfahan, Islamic Republic of Iran) azizollahd@hotmail.com ABSTRACT The social language forms of English as foreign language (EFL) teachers help them dominate their students through the application of lesson plans in a classroom context. The present review paper attempts to examine the classroom lesson plan, language and power in teaching English in a foreign language classroom by reviewing the application of a lesson plan in an EFL class, language, power and lesson plan and presenting some evidence for techniques of power in pedagogical interaction. It studies language and power across the application of a lesson plan in the EFL classroom context, the paper concludes that how the lesson plan of a foreign language teacher shapes the classroom discourse and power and how language teachers in turn have the capacity to create and impose discourses. The article concludes that the lesson plan and teacher’s talk play a crucial role in the exercise of power through the language of classroom teacher and both language teachers and mentors can benefit from the role of the lesson plan in the classroom context and finally recommends the future generation of digital classroom lesson plans. KEYWORDS: Critical Discourse Analysis, Lesson plan, language and power, TEFL, mentoring software INTRODUCTION Within the different cultural contexts of modern society the concept of power and its manipulation and persuasive form is omnipresent. Power has also been studied in the educational context by many authors who have evidenced its importance not only within a particular community but also in any place in which interaction occurs (Ramos, 2004). Power from a Critical Discourse Analysis (CDA) perspective is a principal condition of educational context; it is not static but dynamic and is generated as a natural effect of human beings’ interactions and circulates among participants (Orellana, 1996; Wodak & Meyer, 2001; Fairclough, 2003; Ramos, 2004) 1 Correspondence: Ahmad Reza Beigi Rizi, Email: arbeigi@fgn.ui.ac.ir