scholarly journals Gendered Discourses in Moroccan EFL Textbooks: A Critical Discourse Analysis

2020 ◽  
Vol 1 (1) ◽  
pp. 1-19
Author(s):  
Driss Benattabou
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Gender Inequality ◽  
Gender Gap ◽  
Critical Discourse ◽  
General Tendency ◽  
Ministry Of Education ◽  
Written Discourse ◽  
Written Text

The general objective of this paper is to examine the problem of gender inequality in Moroccan textbooks of English as a foreign language (MEFL). Nine MEFL textbooks published and sponsored by the Ministry of Education in Morocco have been sampled to serve this purpose. The written discourse of these textbooks has been examined employing Van Dijk (1995, 2001); Wodak (2001); and Fairclough’s (1989) theoretical framework of Critical Discourse Analysis (CDA). The results of this inquiry do suggest that much remains to be done regarding the predominance of male-centered patterns characterizing the discoursal practices of these textbooks. There is a general tendency to depict women as subservient housewives, subordinate, disempowered, marginalized, silenced, and even excluded from the written text. Their portrayal is sill connected with less intelligence, lack of independence, submissiveness, and social inferiority. The sampled textbooks are fraught with myriad instances of power relations of dominance and hegemony, thereby accentuating the gender gap between the two sex groups to men’s favor.

scholarly journals Written Text on Pakistani Vehicles: A Critical Discourse Analysis

2021 ◽  
Vol 1 (1) ◽  
pp. 40-57
Author(s):  
Sidra Mahmood
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Social Issues ◽  
Three Dimensional ◽  
Critical Discourse ◽  
Motor Vehicles ◽  
Three Dimensional Model ◽  
Written Text ◽  
The People ◽  
The Social

Linguistically, the word ‘language’ has shifted into ‘discourse’ which is a social phenomenon not only to express the thoughts but also to reflect the mindset and contexts of a specific community. The purpose of this study is to examine the slogans written on Pakistani automobiles and to understand the logic behind the social and cultural affiliations of these slogans. Pakistani culture of the art of making pictures and written phrases, poetic verses and imperative sentences on vehicles is famous all over the world. The study has analysed the writings found on vehicles, and although these writings might look trivial on the automobiles, they address various social issues. The Three-Dimensional Model of Critical Discourse Analysis (CDA) by Fairclough (2001) is used as a theoretical framework that explains the study at three levels: lexical, syntactic patterns, interpretations, and social practices. The discourses written on the vehicles are characterised into different categories, which are life’s mission statements, loud messages, mind baffling messages, everyday life annoyances, provoking statements, and religious looms. Twenty images and pictures have been captured from vehicles as a random sample of this study. The results reveal the mindset behind these discourses. They are used to highlight social issues which Pakistan faces, being a developing country. In short, the study discloses the strong link between the vehicles and the people using them to convey messages to the society which can bring harmony among the public. The current study is limited to only Pakistani motor vehicles.

Speaking But not Being Heard: Two Adolescents Negotiate Classroom Talk about Text

2001 ◽  
Vol 33 (2) ◽  
pp. 243-268 ◽  
Author(s):  
Kathleen A. Hinchman ◽  
Josephine Peyton Young
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
The Other ◽  
Three Dimensions ◽  
Critical Discourse ◽  
Social Constructions ◽  
Classroom Talk ◽  
Written Text ◽  
School Year ◽  
Field Notes

This article is a critical discourse analysis that explored how two students participated in classroom talk about written text. We analyzed field notes and transcripts from classroom videotapes and student interviews according to three dimensions, description, interpretation, and explanation, and with concern for three contexts, situational, institutional, and societal. The students participated in talk in complicated, devolving ways over 1 school year - ways that seemed tied to a variety of social constructions inside and outside the classroom. One participated in classroom talk about text with an assumption of expertise, only to lose credibility when his teacher expected richer interpretive insights. The other participated in such talk from an assumption of equality, yet no one listened to what she said until it diverged from the supportable, in which case they derided her. Our analysis suggests that we should be vigilant in our setup and monitoring of individuals' participation in classroom talk, about text and otherwise, looking to disrupt ways it is embedded with hurtful institutional and societal discourses. Such attention may help us to develop more equitable literacy pedagogy.

scholarly journals The Discursive Construction of Gender as Social Identity in Arabic written Discourse

2019 ◽  
Vol 5 (3) ◽  
pp. 168
Author(s):  
Shifaa Hadi Hussein
Keyword(s):  
Discourse Analysis ◽  
Social Identity ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Discursive Construction ◽  
Written Discourse

Identity is the idiosyncratic features that characterize an individual as being unique. It is the dynamic per formativeness of self through behaviors, acts, clothes and etc.. When such self is shared (by sharing memories, desires, and emotions) with others, it becomes social identity. Such an identity is, thus, changed, transformed, spoke out, acknowledged and never be fixed at any moment of life. The current study aims at studying the discursive construction of social identity in Arabic written discourse. It seeks to ponder the question of what linguistic devices do the Arab writers utilize to identify themselves in discourse and to show sameness and differences between in – and out- groups. To attain the above aim, we hypothesize that Arab writers use scanted discursive and linguistic devices to identify gender in their writing. Accordingly, seven linguistic and discursive components have been chosen to analyze the discourse to unveil the identity of its writer: processes, mood, modality, vocabulary and collocation, pronouns, figurative uses of language, and interdiscursivity. The study comes with some conclusions, the most important of which are: social identity can be traced in Arabic discourse through the construction of in _ and out_ groups with the in- group being victimized by the out-group who is the dominant, a conclusion which clashes with studies of critical discourse analysis, and changes and transformation of identity occur through stages including: attention, interest, solutions and urging by giving commands.

scholarly journals Colombia’s nationwide EFL policy and the construction of equity in policy documents

2017 ◽  
Vol 11 (4) ◽  
pp. 57-74
Author(s):  
Daniel Villegas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Critical Discourse ◽  
Ministry Of Education ◽  
Social Efficiency ◽  
Policy Documents ◽  
The Government

The Colombia Bilingüe (Colombia Bilingual)1 program was introduced by the Ministry of Education (MEN) in 2004 with aims of increasing the teaching and learning of English as a Foreign Language (EFL) at primary, secondary and tertiary education level. However, this program has failed to reach its set language goals and has come under strong criticism. Scholars suggest that Colombia Bilingual has not only been unsuccessful in improving English skills but has resulted in unequal practices by favoring language instrumentation, marketization of language services and stratification of people. This paper offers a Critical Discourse Analysis of seven policy papers set forward by the government that have introduced and given continuation to this program. I will argue that the construction of equity in Colombia’s EFL policy is framed within a limited interpretation that has mainly given priority to improving Colombia’s international competitiveness while overlooking other important elements of equity such as autonomy, identity, and equality. I will conclude that the presence of social efficiency messages in the policy documents substantiates previous studies’ criticism and highlights the importance of policy documents towards reaching more equitable language learning practices.

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 The Study of Critical Eco-Linguistic in Green Discourse: Prospective Eco-Linguistic Analysis

2017 ◽  
Vol 29 (3) ◽  
pp. 291
Author(s):  
Tommi Yuniawan ◽  
Fathur Rokhman ◽  
Rustono Rustono ◽  
Hari Bakti Mardikantoro
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Linguistic Analysis ◽  
The Other ◽  
Critical Discourse ◽  
Environmental Discourse ◽  
Written Text

Eco-linguistic studies are influenced by one of the other interdisciplinary sciences, namely critical discourse analysis. The combination of these two sciences is called critical eco-linguistic studies. Critical eco-linguistic examines the discourse about the environment and various forms of discourse and their ideology which concerns people and the environment. The environmental discourse with all its manifestations (oral text, written text) is called green discourse. To that end, critical eco-linguistic dictates the linguistic aspects contained in the green discourse. Utilization of lingual units in green discourse will affect the sense and logic of people involved in the discourse, ie the writers and readers or the speakers and the speakers. What is recorded in their cognition, will affect their attitudes and actions to the environment. If green discourse is constructive, then their attitude and actions to the environment are constructive. Conversely, if green discourse is more destructive and exploitative, then their attitudes and actions towards the environment will also be affected towards destruction and exploitation. For this reason, critical eco-linguistic studies in green discourse deserve to be given space as a form of prospective eco-linguistic analysis.

scholarly journals Teaching languages to deaf students in Brazil at the intersection of discourses

2014 ◽  
Vol 14 (4) ◽  
pp. 881-904
Author(s):  
Larissa Bassi Piconi
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Sign Language ◽  
Social Group ◽  
Critical Discourse ◽  
Ministry Of Education ◽  
Discursive Practices ◽  
Power Struggle ◽  
Deaf Students ◽  
Brazilian Sign Language

This work aims to discuss multilingual issues involving teaching languages to the deaf in Brazilian schools. For this purpose, it proposes an analysis of a set of materials produced by the Brazilian Ministry of Education aimed at situating means through which to act, represent and identify the deaf, as well as practices of teaching Brazilian Sign Language and Portuguese to this social group, based on the Critical Discourse Analysis (CDA) framework. Investigating discursive practices on this issue is important, as it allows one to identify the changes in the maintenance/transformation of recognition issues regarding the deaf in the Brazilian context. This analysis illustrates a multiplicity of voices that work to establish controversy upon evoking different meanings and a power struggle regarding the preservation of rules that currently guide the processes of language teaching for the deaf in an inclusive perspective.

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