European Journal of Language Policy

Critical discourse analysis in developing vocational English context

European Journal of Language Policy (2016), 8, (2), 209–223.

Abstract

In this article the authors analyse their educational study findings on bringing Critical Discourse Analysis (CDA) frameworks into an educational environment and English teaching classes in particular. Treatment of critical discourse analysis as a set of approaches to decide issues related to the language and society interaction has been increased. The goal of this study was to design a teaching model for developing undergraduate students’ critical thinking and discourse analysis skills. This paper attempts to introduce the pedagogical model and techniques based on the Dimensional Model of Discourse to develop CDA in English for specific purposes (ESP) classrooms at Kazakh Ablai Khan University of International Relations and World Languages.

The purpose of the study was formulated as a set of specific questions. Is it necessary to provide students with an opportunity to gain discourse analysis skills? How to design English classes in order to give students an opportunity to use discourse-based approaches in their learning? What tasks enable students to use discourse analysis to support language learning? Seeking answers for those questions we conducted an empirical study where the teaching process was designed to provide students an opportunity to develop their critical literacy through learning how to use spoken and written texts in their learning, to think beyond the level of sentence and how to analyse their own discourse in the context of classroom discourse. The results showed that the design led to developing students’ ability to distinguish the social and political aspects of a discussed topic by focusing their attention on specific kinds of textual, discursive and contextual features. We succeeded in enhancing the students’ awareness on how critical discourse often serves the interests of powerful individuals over those less privileged. That awareness is supposed to transform them from passive communicators to active collaborative communicators, which will help students examine, analyse and even change the world around them.

Dans cet article, les auteurs analysent les résultats de leurs études qui examinent l’éducation en analyse critique du discours (CDA), dans les classes d’enseignement d’anglais en particulier. Il y eu une augmentation du traitement de l’analyse critique du discours comme un ensemble d’approches pour décider des questions liées à l’interaction entre la langue et de la société. Le but de cette étude était de concevoir un modèle d’enseignement pour le développement de la pensée critique et de l’analyse du discours chez les étudiants de premier cycle. Ce document vise à présenter le modèle pédagogique et des techniques basées sur le modèle dimensionnel du discours conçu pour développer le CDA dans les classes d’anglais à des fins spécifiques (ESP) à l’Université Kazakhe Ablai Khan des Relations Internationales et des Langues du Monde.

Le but de l’étude a été formulé comme une série de questions spécifiques, comme suit: Que faut-il pour fournir aux étudiants l’occasion d’acquérir des compétences en analyse de discours? Comment concevoir des cours d’anglais afin de donner aux élèves l’occasion d’utiliser des approches fondées sur le discours dans leur apprentissage? Quelles tâches permettent aux élèves d’utiliser l’analyse du discours pour soutenir l’apprentissage des langues? En cherchant des réponses à ces questions nous avons mené une étude empirique où le processus d’enseignement a été conçu pour fournir aux étudiants l’occasion de développer leur littératie critique en apprenant à utiliser des textes parlés et écrits dans leur apprentissage, à penser au-delà du niveau de la phrase et la façon d’analyser leur propre discours dans le contexte du discours de la classe. Les résultats ont montré que la conception a conduit à développer la capacité des élèves à distinguer les aspects sociaux et politiques d’un sujet discuté en concentrant leur attention sur des caractéristiques textuelles, discursives et contextuelles. Elle a montré que nous avons réussi à améliorer la sensibilisation des élèves sur la manière dont le discours critique sert souvent les intérêts de certains individus puissants sur ceux qui sont moins privilégiés. Cette prise de conscience est censée les transformer de communicateurs passifs en communicateurs de collaboration actifs, ce qui aiderait les élèves à examiner, analyser et même changer le monde autour d’eux.

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Author details

Yelubayeva, Perizat

Chaklikova, Assel

Asmatullayeva, Nelli