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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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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|Item Type:||Journal Article|
|Keywords:||critical discourse analysis, English teaching, research methods, systemic functional linguistics|
|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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