scholarly journals Who are the non-native speakers of English? A critical discourse analysis of global ELT textbooks

2020 ◽  
Vol 30 (2) ◽  
pp. 281-296
Author(s):  
Zulma Xiomara Rueda García ◽  
Encarna Atienza Cerezo
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
World Market ◽  
Critical Discourse ◽  
Native Speakers Of English ◽  
Sociocultural Characteristics ◽  
Critical Perspectives

As the demand for English language skills among non-native speakers globally has grown steadily so too has the number of ‘global textbooks’ for ELT aimed at a world market. Concurrently, critical perspectives of the expansion of English have begun to challenge the view that native speaker contexts ‘own’ English. Based on the aforementioned, and on reflective approaches to culture, our objective is to analyze critically the representations of speakers of English as a second or foreign language offered by two global ELT textbooks, to discuss the issues of essentialization and reproduction of stereotypes about the “non-native” speakers of English and their sociocultural characteristics in the constructed image. To achieve this purpose, we apply a methodology based on a sociocognitive approach to Critical Discourse Analysis (CDA) (Van Dijk, 2013), the concept of sociocultural knowledge as stated by the Common European Framework of Reference for Languages (CEFR), and critical perspectives of culture according to Holliday, Kullman, and Hyde (2004). Our findings indicate that, though the books include ‘non-native’ speakers in an attempt to address multiculturalism, their representation is generic, portraying a reified image of their sociocultural traits and presenting diversity mostly through national labels.

scholarly journals NEGOTIATING SOCIAL IDENTITY THROUGH QUESTIONS IN CASUAL CONVERSATIONS: A CRITICAL DISCOURSE ANALYSIS

2017 ◽  
Vol 6 (2) ◽  
pp. 311
Author(s):  
Zulfa Sakhiyya
Keyword(s):  
Discourse Analysis ◽  
Social Identity ◽  
Critical Discourse Analysis ◽  
Native Speakers ◽  
Critical Discourse ◽  
Negotiation Of Identity ◽  
Emerging Patterns ◽  
Native Speakers Of English ◽  
A Site ◽  
Two Stages

Questioning is a potential means to establish identity in social interaction, and thus it helps position oneself in relation to others. However, this relationship between question and social identity remains relatively under-explored in the theoretical territory (Kao & Weng, 2012; Tracy & Naughton, 1994). This paper contributes to this area of inquiry by employing critical discourse analysis in investigating the construction and negotiation of social identity through questions. Data are drawn from four sets of casual conversations I conducted with two native and two non-native speakers of English. Two stages of analysis are carried out. Firstly, I present and distribute the questioning patterns that emerge from the conversation. Secondly, I analyse the questioning process and its relation to the negotiation of social identity. Findings and discussion reveal that social identity is multiple: as a site of struggle and subject to change. The negotiation of identity through questions is evident from the emerging patterns of the length of interrogative form, repetitive questions, and the intensity of social control.

scholarly journals A Critical Discourse Analysis of Pakistani Newspapers Editorials in Coronavirus Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 144-153
Author(s):  
Nayab Waqas Khan ◽  
Mehak Muneer ◽  
Huma Iqbal
Keyword(s):  
Social Change ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Critical Discourse ◽  
Social Aspects ◽  
Linguistic Change ◽  
Local Newspapers ◽  
Rhetorical Questions ◽  
Second Wave

This research explores Pakistani newspapers Editorials’ lexical, morphological, and social aspects of the coronavirus Pandemic in Pakistan under the light of the Critical Discourse Analysis angle. The focal idea is to discover the etymological decision and rhetorical questions utilized in a revealing pandemic, and how did the columnists shape readers' minds and thoughts through their words. The CDA has been used as a theoretical framework for analyzing the data. Information for this examination includes 15 Editorial randomly gathered from 100 newspapers in Pakistan. Results demonstrated the exploitation of terminologies has been shown inconvenience, fear of contagious disease, death, fear of touching, and outbreak among people. The bogus information was additionally found in newspapers. Contradiction among newspapers was found while presenting data. This social change brings ultimately a linguistic change in the world. The English language is the language of overcoming gaps among nations, but this time it had correspondingly ushered in a new vocabulary to the general populace. For instance, new vocabulary, acronyms, synonyms, compounding, etc. Social change is parallel to linguistic change, and it is a paramount theme of lexicography. The local newspapers advocated a massive outbreak of the coronavirus and expected a second wave of this pandemic that was frustrating for the educational sector on top. The newspaper editors manipulate thoughts through forceful lexis usage to influence the thought, and opinions of Pakistani people.

scholarly journals Education, Ideology and Social Effigies: Exploring Facets from the English Course Books of the Greek State Primary Education

2017 ◽  
Vol 9 (3) ◽  
pp. 48 ◽  
Author(s):  
Nikos Fotopoulos ◽  
Vicky Karra ◽  
Christos Zagkos
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
World View ◽  
Analytical Framework ◽  
Critical Discourse ◽  
Primary State ◽  
Social Events ◽  
State Education ◽  
Cultural Themes

Textbooks are important in many ways as they influence a student or a learner inside and outside school. Since students spend quite some time on textbooks especially in the Greek society, they are regarded more important and influential than friends, teachers, school and classroom activities, games, media and society. What needs to be considered before starting the analysis is the fact that ideology plays a significant role through the process of shaping collective representations. Additionally, it is a way of referring to a world-view of a particular culture due to their drastic impact to social consciousness. It is important to mention here that the term ‘culture’ is used in a broad sense to denote customs, attitudes and perceptions accepted and formed by people of a society, ideas and beliefs. The present article is a critical discourse analysis of ideological contents related to culture in Greek English language books of the Greek primary state education. It critically examines the following books: English 5th Grade and English 6th Grade which are taught in all primary state schools in Greece. The analysis aims at finding out the cultural ideologies which are embedded in the aforementioned textbooks. Fairclough’s analytical framework of Critical Discourse Analysis (henceforth CDA) will be partly implemented in order to explore cultural themes related to social events. Related often to CDA, the term ideology does not have an exact meaning or definition since it is looked at differently in several contexts, thus making its perspectives a bit elusive. However, trying to have at least a bit of understanding of it, the objectives of this discourse analysis of the Greek textbooks are: a) to see how far they pose an impact on the learners’ worldviews, b) to examine the relationship between dominant ideology, national identity and textbook content, c) to interpret their role through the educational apparatuses & d) to be aware concerning issues such as leisure time, social and cultural effigies.

Re-Examining the “Native Speaker Question”

2021 ◽  
pp. 88-112
Author(s):  
Lanqing Qin ◽  
Awad Ibrahim
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Native Speaker ◽  
Point Of View ◽  
Policy Implications ◽  
Critical Discourse

This chapter addresses the native speaker question and construct from a representational point of view. Through a critical discourse analysis (CDA) of an ELT website in China's context, the authors discuss what and who is profiled as ‘native speaker' and how this category is represented on the website. Existing studies dealing with the ‘native speaker' abound, but only in recent years have a few efforts been made on the construction of this discourse, and the online representation of ELT in China is worthy of more examination. Consequently, this chapter aims to problematize the term ‘native speaker', deconstruct the process of how a discourse of ‘native speaker' takes on shape through online representation, and reveal how it is a racialized category. In conclusion, they offer pedagogical and policy implications.

Sign in / Sign up

Export Citation Format

Share Document