Critical Discourse Analysis research methods for the English classroom

Alford, Jennifer H. (2015) Critical Discourse Analysis research methods for the English classroom. English in Australia, 50(3), pp. 15-20.

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Abstract

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.

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ID Code: 93460
Item Type: Journal Article
Refereed: Yes
Keywords: critical discourse analysis, English teaching, research methods, systemic functional linguistics
ISSN: 0155-2147
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2016 AATE
Deposited On: 10 Mar 2016 04:57
Last Modified: 13 May 2016 23:54

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