A Study on Critical Reading Education Plans Using Critical Discourse Analysis

2021 ◽  
Vol 12 (3) ◽  
pp. 13-33
Author(s):  
Byeng keon Kim
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Reading Education ◽  
Critical Reading ◽  
Education Plans

scholarly journals PROPUESTA DE UN MODELO HOLISTICO MULTIMODAL PARA UNA LECTURA CRÍTICA DEL RACISMO DISCURSIVO EN LA PRENSA ESCRITA.

2022 ◽  
pp. 739-767
Author(s):  
Julio Renato SÁEZ GALLARDO
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Ethnic Minorities ◽  
Media Representations ◽  
Critical Discourse ◽  
Multimodal Approach ◽  
Critical Reading ◽  
Visual Semiotics ◽  
Semiotic Approach

El objetivo de este trabajo es proponer un Modelo holístico multimodal para una lectura crítica del racismo en la prensa escrita. Para ello, desde el Análisis Crítico del Discurso Multimodal (ACDM), usaremos como estrategia teórico-metodológica integradora las aportaciones de Teresa Velázquez (2011) y su modelo semiótico-discursivo; el modelo sociocognitivo de van Dijk (1990, 1997, 2003a, 2003b); el modelo de la semiótica visual de Kress y van Leeuwen (1996) y el modelo intersemiótico de Nikolajeva y Scott (2001). Se validarán las matrices de análisis aplicándolas al llamado conflicto mapuche en Chile para extraer resultados y conclusiones valederas en torno a la representación periodística de las minorías étnicas. Abstract: This work aims to propose a holistic multimodal approach for making critical reading about racism in the written press. In order to achieve this, and taking account the Multimodal Critical Discourse Analysis, we use as theoretical and methodological integrative strategies the contributions of Teresa Velázquez and her discursive-semiotic approach (2011), van Dijk’s sociocognitive approach (1990, 1997a, 2003a, 2003b), Kress and van Leeuwen’s visual semiotics approach (1996), and Nikolakeva and Scott’s intersemiotic approach (2001). The analysis matrices are validated using the so-called mapuche conflict in Chile in order to be able to draw conclusive results and conclusions about media representations of ethnic minorities.

‘Man the hunter’: a critical reading of hunt-based conceptual metaphors of love and sexual desire

2015 ◽  
Vol 44 (2) ◽  
Author(s):  
María D. López Maestre
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Cultural Values ◽  
Sexual Desire ◽  
Cognitive Linguistics ◽  
Critical Discourse ◽  
Critical Reading ◽  
Conceptual Metaphors ◽  
Source Domain ◽  
Critical Attention

AbstractWithin the cognitive linguistics literature, many publications have dealt with conceptual metaphors about love and sexual desire (Lakoff 1987; Kövecses 2003; Barcelona 1992, 1995; Emanatian 1995, 1996.) However, a source domain that has not received the attention it merits is that of the hunt. This source domain deserves to be studied not only because of the interest in the conceptual metaphors it generates, but primarily because of the ideology and cultural values behind it. For this reason, applying a combined methodology based on cognitive linguistics and critical discourse analysis (Charteris-Black 2004; Goatly 2007), this article explores the use of the source domain of the hunt for the expression of love and sexual desire in metaphorical linguistic expressions with male hunters and female prey, paying critical attention to discourse and the ideologies about gender that are conveyed.

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 Responding to Islamic religious conducts: Situating morality through critical reading literacy task on cartoons for Indonesian EFL muslim learners

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Reni Kusumaningputri
Keyword(s):  
Discourse Analysis ◽  
University Students ◽  
Critical Discourse Analysis ◽  
Critical Literacy ◽  
Critical Discourse ◽  
Reading Literacy ◽  
Critical Reading ◽  
Global Citizens ◽  
Negative Images ◽  
Critical Practices

Due to terrorism and muslim discourse, Islamic outfits receive negative images by other muslims. Therefore, there is a need to engage muslim university students with critical reading literacy to situate morality. Through the task, the students play two important roles: text participants and text analysts. In this study, cartoons were used as materials for exercising critical reading and eliciting students’ responses to beliefs, values, identities, and ideologies inherent in the cartoons. Anchoring in Critical Discourse Analysis through semantic and critical practices, the participants involved in stages of exercising critical literacy on cartoons as an attempt to situate Islamic morality. The tasks enable learners to sharpen their understanding of how the society works as different systems and to invigorate their self-view on the awareness that human constantly changes identity. The results of the study reveal that the task enables learners to reflect, react, and posit themselves as muslims and global citizens.

scholarly journals THE IMPLEMENTATION OF CRITICAL DISCOURSE ANALYSIS IN AN ENGLISH CLASSROOM

2017 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
Moh. Fuadul Matin
Keyword(s):  
High School Students ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Classroom Practice ◽  
Critical Discourse ◽  
Language Awareness ◽  
Critical Reading ◽  
Teaching Program ◽  
Critical Language Awareness ◽  
English Classroom

: This research reports on the implementation of a teaching program on an English classroom which incorporated the principles of Critical Discourse Analysis (CDA). This study can be regarded as part of Critical Language Awareness (CLA), a pedagogical wing of CDA, since it implemented CDA into a classroom practice. In this respect, this study examines the implementation of the principles of CDA in an English classroom, the effects it brings towards students� critical reading, and students� responses towards the teaching program. The study employed a qualitative case study which involved eighth grade of Junior High School students at SMP Al-Maliki Bojonegoro in odd semester 2016-2017. It used several data collection techniques including a phase of teaching in which the researcher acted as the participant observer, as well as students� reflective journals, and questionnaire. Data from all sources revealed that the implementation of CDA�s principles develops students� critical reading in general. It also demonstrated students� positive responses towards the teaching program that it gave plenty of new insights for them and improved their critical reading as well. All these results indicate that the infusion of CDA into the teaching of reading is considerably effective in enhancing students� critical reading.Keywords: critical discourse analysis, critical language awareness, students� critical reading

Sign in / Sign up

Export Citation Format

Share Document