Abstract
This article presents an analysis of the teacher-student power relationship embedded in three English for Medical Purposes (EMP) course syllabuses at a case study university. The study employs Fairclough's critical discourse analytical approach to examine the linguistic elements of the syllabuses, including verbs, modality, and quantifying adjectives. The findings reveal that the syllabuses textually represent an unequal power relationship, with the teachers holding significant authority over the students. This finding is significant as it contradicts some recommendations that ESP teaching should avoid a teacher-centred approach. By analysing the linguistic elements of the syllabuses, this study provides valuable insights into the power dynamics in EMP courses and highlights the importance of critically examining course materials for equitable and student-centred learning environments.
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