scholarly journals Using Critical Discourse Analysis for understanding knowledge construction in English pedagogy

2013 ◽  
Vol 5 (1) ◽  
pp. 53-79
Author(s):  
Bal Krishna Sharma
Keyword(s):  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Critical Discourse Analysis ◽  
Pedagogical Practices ◽  
Critical Discourse ◽  
Expert Teacher ◽  
Construction Of Knowledge ◽  
English Speaking ◽  
Native English Speaking ◽  
Teaching Learning

This paper makes an attempt to make a better understanding of expert-teacher interactions through an examination of discursive practices by native English speaking ‘expert’ and English teachers from Asia. I analyzed ten online interaction events with an aim to scrutinize the construction of knowledge and expertise among in an unfolding interaction, and looked particularly into claims of expertise, participants’ positioning and identity in these virtual interactions, and any hierarchical differences in their discourses that result from the power differences between the ‘expert’ and the participating teachers. In order to analyze the data, I used the critical discourse analysis (CDA) framework and draw insights from critical pedagogy. The analysis shows that the ‘expert’, positioned as the authority of knowledge, suggested solutions to challenges that the teachers in different parts of world are facing, and also articulated his view of good pedagogical practices. The analysis also reveals that the expert’s pedagogical ideologies at times compete and contrast with those of the teachers. The study, therefore, questions the effectiveness of the taken-for-granted pedagogical theories and practices from the native English speaking professionals for the teachers in the periphery countries and suggests that teachers in the receiving end need to critically evaluate appropriateness of such pedagogical practices taking consideration of the local teaching/learning contexts. Bodhi: An Interdisciplinary Journal, 5, 2011, Page 53-79 DOI: http://dx.doi.org/10.3126/bodhi.v5i1.8045

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

scholarly journals When teachers talk about films: An investigation into some aspects of English teachers’ discursive practices

2016 ◽  
Vol 10 (1) ◽  
pp. 5 ◽  
Author(s):  
Anja Synnøve Bakken
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Teachers ◽  
Blind Spot ◽  
Critical Discourse ◽  
Literary Texts ◽  
Discursive Practices ◽  
Secondary Classroom ◽  
English Speaking ◽  
English Speaking World

Denne artikkelen utforsker hva atten ungdomsskolelærere sier om læringsverdien av film i engelskundervisningen. De filmene lærerne nevner er hovedsakelig fiksjonsfilmer om forhold i den engelskspråklige verden eller filmatiseringer av skjønnlitterære verk. Hvordan begrunner lærene bruken av disse filmene? Hvilke ytre forhold kan bidra til lærernes meningsskaping omkring filmbruk? Jeg bruker perspektiver fra Norman Faircloughs kritiske diskursanalyse for å utforske trekk ved lærernes refleksjoner i intervju. Jeg inndeler lærernes meningsskaping i fire antakelser om filmens læringsverdi; den referensielle, den kompensatoriske, den emosjonelle og den språklige verdien. Videre skisserer jeg hvordan disse refleksjonene kan knyttes til omliggende diskurser om hva man kan lære av film; i engelskfaget, i media og i lys av mer abstrakte diskurser om deltakelse og demokrati i norsk skole. Det synes å være enighet om at film fortjener en plass i engelskundervisningen. Imidlertid virker det som om forestillinger om filmens læringsverdi representerer en blindsone som i liten grad har fått kritisk et søkelys. Jeg mener at de perspektivene som belyses i denne artikkelen kan være gjenstand for diskusjon både i engelskfaget og på tvers av fag.Nøkkelord: fiksjonsfilmer, engelskundervisning, kritisk diskursanalyse, læreres diskursive praksiserAbstractWhen teachers say: “you can learn a lot from films”, what does this imply? This article explores interviews with eighteen Norwegian English teachers about the learning value of films in the lower secondary classroom. The films that these teachers talk about are mostly fiction films about conditions in the English-speaking world or film adaptations of literary texts. This article focuses on the teachers’ reasoning about fiction films.  I use perspectives from critical discourse analysis (CDA) to explore how the teachers justify their choices and what notions of films they can be seen to rely on. There appears to be some sort of general agreement in the field of English teaching that films deserve a place in the classroom. Still, notions about the value of classroom film use might represent a blind spot that has escaped scrutiny.Keywords: fiction films, EFL teaching, critical discourse analysis, teachers’ discursive practices

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 Ideology in the Translation of Political Speeches during the Arab-Israeli Conflict: A Critical Discourse Analysis

2020 ◽  
Vol 12 (2) ◽  
pp. 19-38
Author(s):  
Husam Haj Omar
Keyword(s):  
Discourse Analysis ◽  
Middle East ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Translation Process ◽  
News Reports ◽  
English Speaking ◽  
Political Speeches ◽  
Ideological Conflict

Ideology plays a central role in people’s lives and thus in shaping politicians’ decisions and translators’ choices. This role becomes clearer and more active in the context of the Middle East political domain, due to the constant ideological conflict in the region. This paper aims to analyse the translations of political speeches delivered by the Hamas and Hezbollah leaders during two Arab-Israeli conflicts: Lebanon War 2006 and Gaza War 2008/9. These translations often took the form of news reports that included translated excerpts from the speeches. The study suggests that there was a degree of distortion in the translation and editing processes by key English-speaking media outlets. Certain ideological strategies and devices were used by news outlets to manipulate the translation of the messages embedded in the speeches. The study investigates the role of the translator as well as the patron in deciding the outcome of the translation process.  

scholarly journals Making Race: Examining the Power of Local Place in Teacher Discourse in Mauritius

2019 ◽  
Vol 21 (2) ◽  
pp. 45-63
Author(s):  
Elsa Wiehe
Keyword(s):  
Elementary School ◽  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Critical Discourse Analysis ◽  
Teacher Knowledge ◽  
Critical Discourse ◽  
Good Teaching ◽  
Teacher Discourse ◽  
The Town

Teaching to students’ local experiences is a tenet of good teaching in many contexts. This study explores the ways eight educators use local meanings in discourse. Through ethnographic work in an elementary school in the township of Roche-Bois, Mauritius, I examine teachers’ words about students’ localities. Articulating critical discourse analysis with theories of space, I evaluate whether teachers’ place-based meanings perpetuate or transform long-standing historical patterns of racialization associated with the town. The analysis identifies how processes of racialization take shape through place-based discourse. I draw implications for a critical pedagogy of the local to support decolonizing teacher knowledge. 

An investigation into the mediation of the representation of gender roles in God of women : a critical discourse analysis of pedagogic practices in selected Namibian schools

2021 ◽  
Author(s):  
◽  
Josephine Mwasheka Nghikefelwa
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
English Literature ◽  
Analytical Framework ◽  
Pedagogical Practices ◽  
Critical Discourse ◽  
Mediation Process ◽  
Structured Interviews ◽  
Pedagogic Practices

This is a qualitative study designed to investigate the role of pedagogical practices in the mediation of stereotypical gender representations in the drama God of Women by Sifiso Nyathi (1998). This drama is one of the literature setworks for Grade 9 English Second Language learners in Namibian Secondary schools. Fairclough’s (2012) Critical Discourse Analysis was used as a research design, as well as the conceptual and analytical framework. The analysis of this drama by teachers during the teaching and learning process, pedagogic practices they employ, learners’ engagement in classroom activities, and the nature of comments that teachers write on students’ assignment, based on God of Women, formed part of the unit of analysis. The study explored teachers’ pedagogical practices during English Literature teaching to gain insight into whether and how teachers shape learners’ engagement with literature to promote critical thinking. Focus on the mediation process (‘teacher talks around the text’) concerned a close analysis of teachers’ engagement with the text during lessons. Semi-structured interviews, classroom observation and documentary evidence were used to generate data. The research site and study participants were purposively sampled.

scholarly journals Voicing Critical Pedagogy in Academic Discourse: Exploring Power Structures through Critical Discourse Analysis

2016 ◽  
Vol I (I) ◽  
pp. 24-45
Author(s):  
Nazakat Awan ◽  
Muhammad Safiullah ◽  
Akbar Ali
Keyword(s):  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Critical Discourse Analysis ◽  
Academic Discourse ◽  
Critical Discourse ◽  
Power Structures ◽  
Academic Texts ◽  
Effective Pedagogy ◽  
Different Shapes ◽  
Education Process

Friere’s (1970) notion of critical pedagogy empowers marginalized section of educative practices. Neutral education process guarantees autonomy of learners and effective pedagogy. The paper uses this approach to critically investigate academic discourse. It was hypothesized that there were power structures and ideological underpinnings in academic discourse distorting the notion of critical pedagogy. The students instead of harboring reflexivity and performing as co-workers bank upon whatever is deposited in their minds by their mentors. The study was limited to written academic texts in various universities. The academic texts were investigated in the light of one of CDA strategies. Textual analysis helped investigating power structures formed implicitly by nexus of forces which perpetuate nexus of domination. These findings were revealed in different shapes which were exposed with the help of relevant CDA tools. The study offers an important dimension of Pakistani academic discourse for future researches.

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