scholarly journals Critical Discourse Analysis on the Effects of Covid 19 on the Future of Teaching Turkish as a Foreign Language

2021 ◽  
Vol 16 (1) ◽  
pp. 78-98
Author(s):  
Erhan Yesılyurt ◽  
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
The Future

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.

scholarly journals What counts as ”knowledge” in foreign language teaching and learning practices today?

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ulrika Tornberg
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Critical Discourse ◽  
Learning Practices ◽  
Teaching Learning ◽  
Language Teaching And Learning

Abstract The purpose of this text is to describe and problematize possible didactic consequences for the communicative aspects of foreign language teaching and learning that the contemporary discussion at both national and transnational levels about ”knowledge” and ”accountability” in education may lead to. This discussion concerns, among other issues,  various standardized measurements of pupils achievements and increasing demands on schools and teachers to deliver measurable and comparable results.   What, then, counts as ”knowledge” in foreign language teaching and learning practices today? By undertaking a critical discourse analysis (Fairclough 1989) of the maybe most important transnational steering instrument for language teaching and learning practices in contemporary Europe, i.e.,The Common European Framework of Reference for Languages: Teaching,Learning and Assessment (CEFR) (2001) at least some answers to this questions may be clarified:  The discourse of ”knowledge” in foreign language teaching and learning as expressed in CEFR is described by means of a typology of decontextualized  ”competences” and ”skills”, cathegorized  in specific domains  and reference levels. One of the consequences for the communicative aspects of foreign language teaching and learning practices may be that a former democracy-oriented discussion about the aims and meaning of language communication in an increasingly heterogeneous and plurilingual world is lost.   Key words: Communicative aspects of foreign language teaching and learning practices, ”Knowledge”, ”Accountability”, ”Competences and Skills”, CEFR, critical discourse analysis.

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 Notions of EFL Reading in Norwegian Curricula, 1939–2013

2017 ◽  
Vol 11 (2) ◽  
pp. 1 ◽  
Author(s):  
Anja Synnøve Bakken
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Historical Development ◽  
Critical Discourse ◽  
Reading Curriculum ◽  
Curriculum History ◽  
Norwegian Population ◽  
Universal Secondary Education ◽  
Gain Access

I denne artikkelen undersøker jeg sentrale utviklingstrekk i læreplaners beskrivelser av lesing i engelskfaget fra 1939 til 2013. Jeg anvender perspektiver fra kritisk diskursanalyse i utforskingen av læreplanene for å illustrere hvordan ulike forståelser av lesing kommer fram og hva disse innebærer når det gjelder elevens og lærerens rolle. Jeg inndeler de ulike læreplandiskursene omkring lesing i engelfaget i fire forståelser av lesing: lesing som eksponering, verktøy, tekstmøte og meta-forståelse. Hvordan lesing forklares henger sammen med skiftende pedagogiske strømninger men må også forstås i et politisk og ideologisk landskap hvor stadig nye grupper av befolkningen deltar i et obligatorisk løp fra barneskole til og med videregående opplæring. Disse forståelsene kan ses som ledd i en historisk utvikling  men også som et gjenkjennelig repertoar av forståelser knyttet til lesing i engelskfaget i dag.Nøkkelord: lesing i engelsk, læreplanhistorie, kritisk diskursanalyseAbstractThis article explores how English syllabi between 1939 and 2013 dealt with reading in English as a foreign language (EFL). Using perspectives from critical discourse analysis (CDA), I address the different notions of reading expressed in these syllabi, the purpose of reading and the roles of the reader and the teacher. I distinguish between four notions of reading: reading as exposure, reading as a tool, reading as an encounter, and reading as meta-awareness. How curricula explain reading is tied to contemporary pedagogical thinking, but must also be understood in a political and ideological landscape where increasingly larger groups of the Norwegian population gain access to universal secondary education. The notions of reading addressed in this article are part of a historical development as well as a recognisable repertoire of understandings related to EFL reading today.Key words: EFL reading, curriculum history, critical discourse analysis (CDA)

scholarly journals Utopia or Uprising? Conflicting Discourses of Japanese Robotics in the British Press

2019 ◽  
pp. 135-167
Author(s):  
Christopher J. Hayes
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
The West ◽  
Positive Image ◽  
Advanced Nation ◽  
Media Portrayal ◽  
The Future ◽  
British Press ◽  
Conflicting Discourses

Technology is a particularly interesting example of where media portrayal of Japan is inconsistent. For many years, Japan has been known as a technologically advanced nation. This image persists, especially in the last couple of years with the introduction of service and retail robots such as Softbank’s Pepper. While sometimes news publications present this as a positive image of the future, an idea of what we in the West have to look forwards to, at other times, the image of technology in Japan is decidedly negative. Sometimes it has too much technology, or it has technologies that ‘we in the West’ would not see a use for. How do these conflicting views arise? This paper uses Critical Discourse Analysis to analyse British news articles about three recent robots in order to reveal the discourses present. The article will investigate whether these depictions are a result of Orientalism, but will show that no single Orientalism is responsible, but rather a combination of Techno-Orientalism, Self-Orientalism, and Wacky Orientalism.

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