Critical Discourse Analysis in Education: A Review of the Literature

Rogers, Rebecca; Malancharuvil-Berkes, Elizabeth; Mosley, Melissa; Hui, Diane; Joseph, Glynis O.Garro

doi:10.3102/00346543075003365

Cited by 407 publications

(293 citation statements)

References 93 publications

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“…Actually all kinds of DA originate from the non-educational field and most are related with linguistics (Rogers, Malancharuvil-Berkes, Mosley, Hui, & Joseph, 2005). Although other disciplines created diversity through DA from past to present, linguistics is clearly dominant.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Semantic Structure of Classroom Discourse Concerning Proof and Proving in High School Mathematics

Uğurel¹,

Boz-Yaman

2017

International Journal of Research in Education and Science

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Article HistoryReceived: 06 February 2017 This study tries to identify high school students" knowledge about the concept of proof, based on classroom discussion. The processes of discourses, both natural and prompted, are studied as they occur between students and teachers. The study employs discourse analysis as the qualitative research framework. Participants are 13 Science High School students from Izmir (Turkey) in 11th grade and two mathematics and geometry teachers. Data gathered consist of 53 filmed mathematics and geometry classes, recorded over three months, plus researchers" field notes. The focus of the study is on verbal discourse in the classroom between teachers and students. 18 recorded discourses were analyzed after transcription. The theoretical framework of the study is dependent on the social semiotics, with Halliday"s Systemic Functional Linguistics model (SFL) used in the analysis. In the SFL model there are three main components; field of discourse, tenor of discourse, and mode of discourse. This study presents findings and analysis results based on the field of discourse. Emergent findings showed important effects of teacher-student in-class discourses (in terms of the structure, diversity, and pattern characteristics) on the students" learning about proof and knowledge constructions.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Semantic Structure of Classroom Discourse Concerning Proof and Proving in High School Mathematics

Uğurel¹,

Boz-Yaman

2017

International Journal of Research in Education and Science

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“…While our discussion here is necessarily brief, we direct the reader to a comprehensive literature review carried out by Rogers et al (2005Rogers et al ( , 2016, which provides a critical synthesis of CDA in education research and a useful review of the history of CDA in education research. In education policy, analysts have used CDA to investigate both the substance and role of language in each phase in the life cycle of a given policy from the construction of a policy problem, through varied aspects of the policy-making process, to the reaction, representation, implementation and critique of existing policies.…”

Section: Education Policy and Critical Discourse Analysismentioning

confidence: 99%

Locating and applying critical discourse analysis within education policy

Lester

Lochmiller

Gabriel³

2016

EPAA

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This article introduces the first of a two-part Special Issue on Discourse Perspectives and Education Policy. This first special issue is focused on critical discourse analysis and education policy. Within this article, we provide a brief overview of discourse analysis generally and critical discourse analysis specifically. We highlight some of the ways in which policy researchers have applied the theories and methods associated with CDA and note the methodological and substantive contributions of this work. Then, we provide an overview of the six papers included within this special issue, noting each paper’s key points and explicit links to policy. We conclude by pointing to future directions for research at the intersection of education policy and discourse studies.

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“…Rogers, et al (2005) argue that Halliday's (1960) Systemic Functional Linguistics (SFL) is the foundation of CDA. Rogers, et al (2005) add that any discourse is analyzed using CDA and resorting to the fundamentals of functional grammar in terms of three functions of ideational, textual and interpersonal.…”

Section: Critical Discourse Analysismentioning

confidence: 99%

An Investigation of Iranian EFL Learners' Attitudes towards the Use of Critical Awareness Techniques in Reading English Academic Texts

Mohtadi¹,

Kuhi²

2016

TPLS

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Abstract-The main purpose of this study was to investigate the Iranian EFL students' attitudes towards the use of critical awareness techniques in academic reading. To this end, 30 Iranian students who were studying English for several years were selected as the subjects of the study. The selected participants were given an introduction to the course. The participants went through a course in which ten reading comprehension passages were covered. In teaching reading comprehension passages to the language learners, a critical-based framework was selected and adopted based on the tenets of critical reading as well as Van Dijk's (2000) socio cognitive model. In effect, in teaching the reading passages the students' consciousness and awareness were raised to encourage the students to get a deeper understanding of the texts. The subjects discussed their experiences from going through a critical-based approach. In effect, the subjects argued about the advantages and disadvantages of the worked model in terms of the learning and retention of the materials. The results of the study indicated that the students had a positive perspective towards the critical awareness techniques utilized in the academic reading passages. The subjects emphasized that English language learners need to learn diverse strategies to improve their reading comprehension rate. Effectively, the results of the study indicated that the students prefer to be taught utilizing a critical-based approach to be able to improve their critical thinking towards the perspectives and ideologies behind the texts. They added that consciousness raising equips them to be able to get access to the profound meanings of the texts.

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Critical Discourse Analysis in Education: A Review of the Literature

Cited by 407 publications

References 93 publications

Semantic Structure of Classroom Discourse Concerning Proof and Proving in High School Mathematics

Semantic Structure of Classroom Discourse Concerning Proof and Proving in High School Mathematics

Locating and applying critical discourse analysis within education policy

An Investigation of Iranian EFL Learners' Attitudes towards the Use of Critical Awareness Techniques in Reading English Academic Texts

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