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Critical Discourse Analysis For Language Teachers

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52 views125 pages

Critical Discourse Analysis For Language Teachers

Uploaded by

Joshua Apolonio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Critical Discourse

Analysis for Language


Teachers
Discourse, Grammar and Vocabulary
Other Forms of Written and Oral Speeches
Conversational Sequence and Turntakings, linguistic construction of context
Discourse inside the classroom and other contexts in schooling
Critical Discourse studies in Education
Critical Discourse Analysis
• A critical discourse analysis is a process of attempts to give an explanation
of a text (social reality) in a critical paradigm that not only looks at the
language from the linguistic aspect but also connects with the context
(Handayani, 2017)
• Critical Discourse Analysis (CDA) studies and interprets the social and
cultural issues through the analysis of language, which is a new
interdisciplinary social science emerging after the reflection of western
modern civilization.
(1) (PDF) The Critical Discourse Analysis of Language Teacher’s Instructional
Decisions. Available from:
https://www.researchgate.net/publication/329166694_The_Critical_Discou
rse_Analysis_of_Language_Teacher's_Instructional_Decisions
[accessed Apr 18 2020].
• CDA has become an important field of linguistic research. CDA is not
limited to the study of the intrinsic structure and function of the
language system, but rather to analyze the various social realities in
the context of placing language in the interdisciplinary and trans-
disciplinary research.
(1) (PDF) The Critical Discourse Analysis of Language Teacher’s
Instructional Decisions. Available from:
https://www.researchgate.net/publication/329166694_The_Critical_
Discourse_Analysis_of_Language_Teacher's_Instructional_Decisions
[accessed Apr 18 2020].
• CDA holds that discourse behavior and language are inherently
embedded in historical contexts of status, legitimacy, morality,
authority, and power, all of which coordinate the reality of discourse
interaction.
(1) (PDF) The Critical Discourse Analysis of Language Teacher’s
Instructional Decisions. Available from:
https://www.researchgate.net/publication/329166694_The_Critical_
Discourse_Analysis_of_Language_Teacher's_Instructional_Decisions
[accessed Apr 18 2020].
Discourse, Vocabulary and
Grammar
Discourse (merriam-webster)
• 1: verbal interchange of ideasespecially : CONVERSATION
• 2a: formal and orderly and usually extended expression of thought on a
subject
• b: connected speech or writing
• c: a linguistic unit (such as a conversation or a story) larger than a sentence
• 3: a mode of organizing knowledge, ideas, or experience that is rooted in
language and its concrete contexts (such as history or
institutions)critical discourse
• 4archaic : the capacity of orderly thought or procedure : RATIONALITY
• 5obsolete : social familiarity
• Definition of discourse (Entry 2 of 2)
• intransitive verb
• 1: to express oneself especially in oral discourse
• 2: TALK, CONVERSE
• transitive verb
• archaic : to give forth : UTTER
• Discourse, as such, is a broad term with many a definition, which
“integrates a whole palette of meanings” (Titscher et.al. 1998: 42),
ranging from linguistics, through sociology, philosophy and other
disciplines.
• Critical Discourse Analysis (CDA) is obviously not a homogenous
model, nor a school or a paradigm, but at most a shared perspective
on doing linguistics, semiotic or discourse analysis. (van Dijk 1993b:
131).
• The one element of CDA by which it is differentiated from other forms
of discourse analysis lies in its attribute of ‘critical’. “‘Critical‘ implies
showing connections and causes which are hidden; it also implies
intervention, for example providing resources for those who may be
disadvantaged through change” Fairclough (1992: 9). It is important
to expose the hidden things, since they are not evident for the
individuals involved, and, because of this, they cannot be fought
against.
• Norman Fairclough, in his work Language and Power (1989), wishes to “examine
how the ways in which we communicate are constrained by the structures and
forces of those social institutions within which we live and function.” (Fairclough
1989: vi).
• Faiclough (Ibid.: 24-26) gives his opinions on the actual nature of discourse and
text analysis. In his view, there are three levels of discourse, firstly, social
conditions of production and interpretation, i.e. the social factors, which
contributed or lead to the origination of a text, and, at the same time, how the
same factors effect interpretation. Secondly, the process of production and
interpretation, i.e. in what way the text was produced and how this effects
interpretation. Thirdly, the text, being the product of the first two stages,
commented on above. Fairclough subsequently gives three stages of CDA, which
are in accord with the three abovementioned levels of discourse:
• ● Description is the stage which is concerned with the formal
properties of the text. ● Interpretation is concerned with the
relationship between text and interaction – with seeing the text as a
product of a process of production, and as a resource in the process
of interpretation… ● Explanation is concerned with the relationship
between interaction and social context – with the social
determination of the processes of production and interpretation, and
their social effects. (Fairclough 1989: 26)
Example (using ideological analysis)
• Our analysis and interpretation of the ideological aspect of Obama’s
inaugural address attempts to link the inaugural discourse with the
social processes and to decipher covert ideology of this text. At the
same time, a diachronic method will be applied for contrasting
Obamite discourse with the one of his predecessors (Horvath, 2011)

(1) "My fellow citizens: I stand here today humbled by the task before
us, grateful for the trust you have bestowed, mindful of the sacrifices
borne by our ancestors."
• Starting with the opening lines of the speech, a shift from the style of
Bush, with the multitudes of “my fellow Americans” is evident.
Obama’s form of address can be perceived as more inclusive,
including all nationalities and ethnicities, applying a more citizen-
centered attitude. Also, this style of Obama can be explained on the
lines of that citizenry is the cornerstones of the American republic,
and that the whole system is based on a grass root diplomacy, rather
than an exclusive and elitist system of Bush. Strong Citizenry.
Grammar
Vocabulary
Other forms of written and
oral speeches
Conversational Sequence
and Turntakings, linguistic
construction of context
Linguistic context (Song, 2010)
• Linguistic context refers to the context within the discourse, that is,
the relationship between the words, phrases, sentences and even
paragraphs. Take the word “bachelor” as an example. We can‟t
understand the exact meaning of the sentence “He is a bachelor.”
without the linguistic context to make clear the exact meaning of this
word.
• Linguistic context can be explored from three aspects: deictic, co-text,
and collocation.
Deictic
• In a language event, the participants must know where they are in
space and time, and these features relate directly to the deictic
context, by which we refer to the deictic expressions like the time
expressions now, then, etc., the spatial expressions here, there, etc.,
and the person expressions I, you, etc...
• Deictic expressions help to establish deictic roles which derive from
the fact that in normal language behavior the speaker addresses his
utterance to another person and may refer to himself, to a certain
place, or to a time.
Co-text
• In recent years, some linguists began to pay attention to the previous
discourse co-ordinate. Levis introduces this co-ordinate to take
account of the aforementioned sentences. It is the case that any
sentence other than the first in a fragment of discourse, will have the
whole of its interpretation forcibly constrained by the preceding text,
not just those phrases which obviously and specifically refer to the
preceding text. The interpretations of the words which occur in
discourse are constrained by, following Halliday, their co-text.
Collocation
• In 1934, Porzig argued for the recognition of the importance of
syntagmatic relations, between, e.g., bite and teeth, bark and dog,
blond and hair, which Firth called collocation. Collocation is not simply
a matter of association of ideas. Although milk is white, we should not
often say white milk, while the expression white paint is common
enough.
Discourse inside the
classroom and other
contexts in schooling
Critical Discourse studies
in Education
• relationships between texts (spoken, written, multimodal, and digital),
• discourse practices (communicative events), and
• social practices (society‐wide processes)
• Opinion formation
• Learning
• Classroom practices
• Materials
• Instruction
• Decision-making

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