A Multimodal Discourse Analysis and a Critical Reflexive View Towards a Website That Promotes a Native-Speakerist Course for Brazilians

Abstract

This paper presents a Multimodal Discourse Analysis (KRESS; VAN LEEUWEN, 2006) of a website that promotes a 'native-English' course for Brazilians. In order to carry out this investigation, I resorted to the ideology of Native-speakerism (HOLLIDAY, 2009) and to studies on an emancipatory pedagogy (MILLER, 2013; BOHN, 2013) to problematise the elements the website used for selling the course. This analysis is made in accordance with the principals of qualitative and interpretative research (DENZIN; LINCOLN, 2006) and based on a critical-reflexive (PIEDADE, 2019) view of education. As a result of the investigation, I could (i) understand the symbiotic relationship between native-speakerism and the restrictive and uncritical pedagogy that permeates our society (BOHN, 2013) as well as (ii) the need to question any attempts of generalising our academic objectives and our relationship with those who take part in the learning environment.