scholarly journals Environmentální prvky jako součást skrytého kurikula v učebnici anglického jazyka

Envigogika ◽  
2015 ◽  
Vol 10 (4) ◽  
Author(s):  
Jana Kubrická ◽  
Zdeněk Hromádka
Keyword(s):  
Discourse Analysis ◽  
Environmental Education ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Key Topics ◽  
The Cross

The paper deals with the environmental content in an English foreign language textbook Time to Talk. The purpose of the text is to classify environmental elements in the textbook in the context of Czech curricular documents for environmental education and analyse the presentation of this content. The potential ideological message and the degree of manipulativeness of the environmental content is described by selected techniques of critical discourse analysis and the concept of open and closed text. In total 4 texts and 19 tasks are analysed. The results of the analysis imply that the textbook can be used in teaching the cross-curricular topic environmental education as it is related to the key topics of Czech curricular documents. Special attention is paid to ideological elements in closed texts where the environmental content is presented as unquestionable and presupposes the reader ́s passive cooperation.

scholarly journals ENVIRONMENTAL EDUCATION FOR ENVIRONMENTAL JUSTICE IN THE SCHOOL CONTEXT: TEACHERS SPEECHES AND PRACTICES

2018 ◽  
Vol 13 ◽  
pp. 115-127
Author(s):  
Angélica Cosenza Rodrigues ◽  
Isabel Gomes Rodrigues Martins
Keyword(s):  
Discourse Analysis ◽  
Environmental Education ◽  
Environmental Justice ◽  
Critical Discourse Analysis ◽  
School Context ◽  
Environmental Conflict ◽  
Pedagogical Practices ◽  
Critical Discourse ◽  
Territorial Dispute ◽  
Environmental Injustice

In this article we discuss meanings of a teacher on the didactic treatment of a socio-environmental conflict in biology classes. The environmental conflict which concerns this study involves environmental injustice processes and results from the territorial dispute involving official bodies and a community in the neighboring region of the Jurubatiba Reservation National Park inMacaéin the state of Rio de Janeiro, Brazil. This work rests on the critical discourse studies (Critical Discourse Analysis - CDA) and privileged intertextuality manifested as an analytical dimension which suggests ways in which other texts are explicitly marked on the textual surface. Our analyzes suggest that by enunciating pedagogical practices related to environmental injustice processes, the teacher establishes ambivalent relations between conservative and emancipatory discourses of environmental education. This study lies in the defense and option to explore political dimensions of environmental education in school, based on the visibility of acute processes of environmental injustices as well ascommunity struggles and protagonisms.Keywords: Environmental Justice. Critical Discourse Analysis. School

Colombia’s national policy of environmental education: A critical discourse analysis

2020 ◽  
pp. 1-24 ◽  
Author(s):  
María Angélica Mejía-Cáceres ◽  
Alejandra Huérfano ◽  
Alan Reid ◽  
Laísa María Freire
Keyword(s):  
Discourse Analysis ◽  
Environmental Education ◽  
Critical Discourse Analysis ◽  
National Policy ◽  
Critical Discourse

scholarly journals Cultural Hegemony Portrayed in Cutting Edge Pre-Intermediate Textbook

2020 ◽  
Vol 12 (2) ◽  
pp. 42-57
Author(s):  
Héctor Javier Caro ◽  
Diana Andrea Caro
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Language Skills ◽  
Cutting Edge ◽  
Language Teachers ◽  
Critical Discourse ◽  
Cultural Hegemony ◽  
Publishing Houses ◽  
Foreign Language Skills

The use of textbooks in the EFL classroom is a trend that shapes the way language teachers teach and how students learn. Teachers design and use a great deal of materials for teaching and developing foreign language skills, but in terms of culture, they usually prefer to trust publishing houses for the cultural content included in their textbooks. What we do not know is that most of these textbooks promote hegemony and standardization of cultures under the conscious or unconscious ideology of the colonization of being. Teachers need to learn how to analyze and unveil the hidden mechanisms of colonization that are portrayed in some textbooks, a process which can be carried out through the use of Critical Discourse Analysis.

scholarly journals Gender Representation in EFL Textbooks in Saudi Arabia: A Fair Deal?

2017 ◽  
Vol 10 (6) ◽  
pp. 44 ◽  
Author(s):  
Amjjad Sulaimani
Keyword(s):  
Saudi Arabia ◽  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Quantitative Data ◽  
Three Dimensions ◽  
Critical Discourse ◽  
Gender Representation ◽  
Subject Positions ◽  
International English

This study explores gender representation in an international English as a Foreign Language (EFL) textbook that has been specifically adapted for the Saudi Arabian context. It aims to investigate gender frequencies in conversations in three dimensions: gender relations, subject positions, and contents. The quantitative data were analysed using critical discourse analysis (CDA) as a model. The results indicate that the textbook is biased in terms of gender. Women are underrepresented in the textbook. They have been totally excluded from half of the units in the textbook. Also, the equal relations between the two genders are limited to friendship. Although both genders are positioned in the same subjects and contents, women are less frequently characterised than men.

scholarly journals Fostering Critical Intercultural Awareness Among EFL Students Through Critical Discourse Analysis

2020 ◽  
Vol 25 (1) ◽  
pp. 17-33
Author(s):  
Abduljalil Nasr Hazaea
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
The Self ◽  
Critical Discourse ◽  
Critical Reading ◽  
Intercultural Awareness ◽  
Teacher Researcher ◽  
Language Students ◽  
Foreign Language Students

This paper reports some findings on the development of critical intercultural awareness among English-as-a-foreign-language students in the context of a critical reading enrichment course for students in the preparatory year at a Saudi university. The critical reading class aimed to increase levels of critical intercultural awareness among the participants when they decoded and encoded an intercultural text. A qualitative action research design was used. The teacher-researcher equipped the participants with tools from critical discourse analysis for analyzing intercultural texts. After that, they were asked to work on an assignment by reading a text about a dinner invitation and then writing creatively on that topic. The study data were collected from these reflective writings in the participants’ portfolios. The teacher-researcher also used tools of critical discourse analysis to analyze the collected data. It was found that the participants demonstrated a balanced intercultural awareness associated with the discourse of food diversity. They also effectively appreciated cultures of the self and others and demonstrated appropriate intercultural knowledge of the self and others. Furthermore, they acquired the intercultural skills of relating to intercultural texts, as well as analyzing and interpreting them. The study suggests the effectiveness of critical discourse analysis as a teaching and learning strategy to increase critical intercultural awareness among English-as-a-foreign-language students.

scholarly journals Interactants' beliefs in teletandem: Implications for the teaching of Portuguese as a foreign language

2015 ◽  
Vol 31 (3) ◽  
pp. 691-709
Author(s):  
Karin Adriane Henschel Pobbe RAMOS
Keyword(s):  
College Students ◽  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Belief System ◽  
Critical Discourse ◽  
Teaching With Technology ◽  
Beliefs And Values

ABSTRACT Based on the principles of autonomy and reciprocity, Teletandem connects language teaching with technology, by furthering interaction between college students aiming at providing a virtual context for language teaching and learning. A system of beliefs and values can emerge in this fruitful environment and such emergence can directly affect the process. This study aims to investigate the belief system, which emerges out of Teletandem mediation sessions, and to discuss its implications for the teaching of Portuguese as a foreign language from the perspective of Critical Discourse Analysis.

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