Critical Discourse Analysis research methods for the English classroom
Data(s) |
2015
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Resumo |
Critical Discourse Analysis (CDA) is an approach to analysing the discourses that operate in social contexts, such as classrooms in schools, and their material effects on people, such as teachers and learners. CDA offers a range of ways of engaging with the relationship between texts in context and the power they exercise. In this article, I overview key approaches and provide detail of Fairclough’s (1992, 2003) textually-oriented, linguistic method of CDA, with an example from my own research. I offer a challenge for English teachers, as researchers, to ‘make strange’ the familiar world of their classroom work, and in so doing, identify possibilities for productive change. |
Formato |
application/pdf |
Identificador | |
Publicador |
AATE |
Relação |
http://eprints.qut.edu.au/93460/3/93459.pdf http://www.aate.org.au/journals/english-in-australia/english-in-australia Alford, Jennifer H. (2015) Critical Discourse Analysis research methods for the English classroom. English in Australia, 50(3), pp. 15-20. |
Direitos |
Copyright 2016 AATE |
Fonte |
School of Cultural & Professional Learning; Faculty of Education |
Palavras-Chave | #130204 English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) #critical discourse analysis #English teaching #research methods #systemic functional linguistics |
Tipo |
Journal Article |