Integrating Corpus Linguistics in Critical Literacy Pedagogy: A Case Study of Lance Armstrong's Transformation from a Titleholder to a Fraud

Abid, Raith Zeher; Manan, Shakila Abdul

doi:10.1016/j.sbspro.2015.11.189

Cited by 7 publications

(6 citation statements)

References 12 publications

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“…Freake et al, 2011;Jaworska & Krishnamurthy, 2012), examining key function/grammatical words (e.g. Pearce, 2014), and using other analytical models and/or theories; for example, functional theory (El-Falaky, 2015;Lee, 2016;Lindayana et al, 2018), translation theory (Murphy, 2013), social theory (Mulderrig, 2008;, critical stylistics (Jeffries & Evans, 2013), contrastive analysis (Schroter & Storjohann, 2015), sociolinguistics (Chiluwa, 2012), critical literacy pedagogy (Abid & Manan, 2015), multimodality (Edwards & Milani, 2014), topic modeling (Tornberg & Tornberg, 2016;Iswanto et al, 2018;Jurgaitis, 2018), pragmatics (Triebl, 2015), genre theory (Skalicky, 2013), theory of governmentality (MacDonald & Hunter, 2013) and theory of argumentation (Lippi & Torroni, 2016;Azhari et al, 2018). Nevertheless, as note, "It seems ... that the main aim of many studies in combining corpus methods and CDA is to arrive at more accurate, insightful, objective, and generalizable findings rather than contributing to a specific discourse-oriented theory" (11).…”

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confidence: 99%

Fundamentalist and tolerant islamic discourse in john updike’s terrorist and jonathan wright’s translation the televangelist: a corpus-based critical discourse analysis of semantic prosody

Othman

2019

ijllc

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Corpus-based critical discourse analysis studies have gained momentum in the last decade. Corpus Linguistics allowed critical discourse analysts to avoid bias in data selection and enlarge their samples for more representative findings. Critical Discourse Analysis, on the other hand, gave depth to corpus linguistic analysis by contextualizing it. The present study combines the two approaches to analyze the semantic prosody of Islamic keywords common to John Updike's Terrorist published in 2006 and Jonathan Wright’s translation The Televangelist published in 2016. The results of the corpus-based analysis show that while the semantic prosody of Islamic keywords is negative in Updike’s novel, it is highly positive in the translated novel. The conclusion is that Van Dijk’s proposition of the polarized representation of ‘us’ versus ‘them’ holds for Updike’s fundamentalist Islamic discourse which negatively represents Islam and Muslims. However, Van Dijk’s proposition holds only partially for Wright's tolerant Islamic discourse which positively represents Islam and Muslims without misrepresenting the other.

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confidence: 99%

Fundamentalist and tolerant islamic discourse in john updike’s terrorist and jonathan wright’s translation the televangelist: a corpus-based critical discourse analysis of semantic prosody

Othman

2019

ijllc

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“…In applied linguistics, corpus linguistics functions: Frequency, collocation, and keyness, are popular in locating and representing a variety of stakeholders in datasets namely, adults in personal ads (Bakar, 2014), athletes (Abid & Manan, 2015), refugees and asylum seekers (Baker et al, 2008), and student activists (Brindle, 2016). Frequency function was widely utilized in education research, particularly, on language learners, teachers, and teaching materials (Aşık, 2017;Sert & Aşık, 2020).…”

Section: Stakeholders and Corpus Functionmentioning

confidence: 99%

An Analysis of Agency in Thai Education Policy: A Corpus- Driven Approach

Satienchayakorn,

Jimarkon

2024

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The most important skill in modern education is critical thinking and its necessary elements are agencies and voices which are force, ability, or power to make decisions or changes. Despite numerous efforts to increase Thai students’ critical thinking skills, their ability to construct social and academic arguments is still far too weak. In addition, while these efforts mainly focus on students’ critical thinking skills, little attention has been given to other education stakeholders such as education, institutions, schools, and teachers which potentially provide room for teachers and students to be critical. In this study, we investigated the ideological indexation of education stakeholders in a series of Thai educational policies (TEPs) years 2016-2018 from the Ministry of Education, Thailand. In TEPs, we utilized the corpus linguistic frequency function to locate the possible stakeholders and applied the framework of syntactic corpus analysis for agency identification (FO-SCAAI) to lexically elicit their agencies and voices which are important elements in modern education. The findings revealed an understanding of the representation of varying degrees of education stakeholders’ agencies in TEPs. The implications of this study will lead to the realization that education stakeholders lack agencies and voices. We hope that upon realizing their lack of agency, the involved parties will make changes by providing more agencies to education stakeholders through modern education in Thai education policies.

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“…A number of theories are utilized in the study: critical literacy pedagogy, critical thinking, and the use of folklores. Critical Literacy Pedagogy (CLP)-a combination of critical literacy and critical pedagogy principles-is considered to be potential in providing the students opportunities to learn to think and to view a phenomena from a critical lense, to relate what they read and experience in the classrooms with things that happened in their surroundings (learning to read the words and the world) [10], and analize phenomena based on "today's context" [11].…”

Section: Comprehensive Theoretical Basismentioning

confidence: 99%

“…This is an attempt to bridge the introduction of the concept of critical thinking that would be difficult for students to understand when it is presented in form of abstract concepts and not bind their experiences [42]. This bridging concept is part of an effort to leverage the abstract concept of critical thinking analysis in today's context [11]. [42] was conducted at the time of explicit teaching on "The Author's Purpose", beginning with explaining (a) the importance of knowing "The Author's Purpose," (b) theories about "The Author's Purpose," and (c) "The Author's Purpose in movies, news and advertisements" (See Dialog 5.2).…”

Section: A Explaining the Author's Purposementioning

confidence: 99%

“…Second, the incorporation of CLP principles may equip the students who are increasingly exposed to various information from texts, YouTube, and blogs that contain different ideologies and interests [10] with the ability to understand the word and their world . Their inability to process the various information critically will make them "unable to take an active and informed place in life, unable in control of his and her social future" [11]. Therefore, this research becomes the way to introduce the CLP principles in the form of classroom-based activities to follow up the literacy movement that has been promoted since 2016.…”

Section: Introductionmentioning

confidence: 99%

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Proposing a model of critical literacy program for fostering Indonesian EFL students’ critical thinking skills

2020

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This study was intended to depict how Critical Literacy Pedagogy (CLP) principles were incorporated in EFL reading class in Indonesian secondary school and the students' Critical Thinking (CT) were fostered during learning process. This study was a classroom practice-based model of how the principles were transferred into the detailed teaching syntax in an Islamic senior high school in West Java Indonesia. As a case study elaborating how a phenomenon happened, this study explored teaching steps, teacher-students dialogues, questions and the way the questions posed reflecting students' CT skills, and students' engagement in the learning process. The use of Indonesian folklores containing controversy predicted to enable students develop their thinking skills became novelty of the study. In addition, three times interventions were designed in which each intervention consisted of (a) teaching critical thinking concept explicitly and implicitly, (b) seven steps of teaching reading procedure incorporating CLP principles (explaining author's purpose, activating students' prior knowledge, reading text loudly, discussing text in group, exploring the text in class activities in which Critical Literacy Questions and CT Questions are incorporated, answering comprehension questions in group, and reflection, and (c) CT skills discussion. This study provides an alternative model of teaching CT in Indonesia context.

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Integrating Corpus Linguistics in Critical Literacy Pedagogy: A Case Study of Lance Armstrong's Transformation from a Titleholder to a Fraud

Cited by 7 publications

References 12 publications

Fundamentalist and tolerant islamic discourse in john updike’s terrorist and jonathan wright’s translation the televangelist: a corpus-based critical discourse analysis of semantic prosody

Fundamentalist and tolerant islamic discourse in john updike’s terrorist and jonathan wright’s translation the televangelist: a corpus-based critical discourse analysis of semantic prosody

An Analysis of Agency in Thai Education Policy: A Corpus- Driven Approach

Proposing a model of critical literacy program for fostering Indonesian EFL students’ critical thinking skills

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