scholarly journals CRITICAL DISCOURSE ANALYSIS OF POSITIVESELF AND NEGATIVE-OTHER REPRESENTATIONS THROUGH ENGLISH LANGUAGE TEXTBOOKS IN PUNJAB, PAKISTAN

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Muhammad Kamran Abbas Ismail ,Ammara Farukh, Muhammad Ahmad
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Secondary Level ◽  
Analytical Framework ◽  
Critical Discourse ◽  
Policy Makers ◽  
Language Textbooks ◽  
English Textbooks ◽  
New Curricula

The present research is a critical discourse analysis of the contents related to positive-self representation and negative-other representation projected through Punjab Textbook Board’s (PTB) School English textbooks which are taught in government and non-elite English medium schools at the secondary level (Grades 9 & 10). The present research aims at finding out the ideologies of positive-self representation and negative-other representation in the discourses of PTB School English textbooks. It employs Van Dijk’s (2005) analytical framework of critical discourse analysis to explore the ideologies of positive-self representation and negative-other representation in the discourses of School English textbooks. The findings show that PTB School English Textbooks are replete with the ideologies of positive-self representation and negative-other representation. The said textbooks are more religious, nationalistic, anti-Israel, anti-Hindus, and anti-Christians. The findings of the study can be useful in a number of ways. They can be useful in developing new curricula and teaching materials including textbooks with less nationalistic, religious and cultural biases. They can be helpful for policy makers and textbook authors to realize the politics of language textbooks to establish a symmetrical educational system.  

scholarly journals Education, Ideology and Social Effigies: Exploring Facets from the English Course Books of the Greek State Primary Education

2017 ◽  
Vol 9 (3) ◽  
pp. 48 ◽  
Author(s):  
Nikos Fotopoulos ◽  
Vicky Karra ◽  
Christos Zagkos
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
World View ◽  
Analytical Framework ◽  
Critical Discourse ◽  
Primary State ◽  
Social Events ◽  
State Education ◽  
Cultural Themes

Textbooks are important in many ways as they influence a student or a learner inside and outside school. Since students spend quite some time on textbooks especially in the Greek society, they are regarded more important and influential than friends, teachers, school and classroom activities, games, media and society. What needs to be considered before starting the analysis is the fact that ideology plays a significant role through the process of shaping collective representations. Additionally, it is a way of referring to a world-view of a particular culture due to their drastic impact to social consciousness. It is important to mention here that the term ‘culture’ is used in a broad sense to denote customs, attitudes and perceptions accepted and formed by people of a society, ideas and beliefs. The present article is a critical discourse analysis of ideological contents related to culture in Greek English language books of the Greek primary state education. It critically examines the following books: English 5th Grade and English 6th Grade which are taught in all primary state schools in Greece. The analysis aims at finding out the cultural ideologies which are embedded in the aforementioned textbooks. Fairclough’s analytical framework of Critical Discourse Analysis (henceforth CDA) will be partly implemented in order to explore cultural themes related to social events. Related often to CDA, the term ideology does not have an exact meaning or definition since it is looked at differently in several contexts, thus making its perspectives a bit elusive. However, trying to have at least a bit of understanding of it, the objectives of this discourse analysis of the Greek textbooks are: a) to see how far they pose an impact on the learners’ worldviews, b) to examine the relationship between dominant ideology, national identity and textbook content, c) to interpret their role through the educational apparatuses & d) to be aware concerning issues such as leisure time, social and cultural effigies.

scholarly journals Indoctrination and Islamization in Higher Secondary Curriculum in Pakistan: A Case Study of Sindh Textbook Board of Pakistan

2019 ◽  
Vol 5 (1) ◽  
pp. 80
Author(s):  
Razia Kazim ◽  
Shabana Sartaj ◽  
Sadia Memon
Keyword(s):  
Language Learning ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Language Skills ◽  
Active Agent ◽  
Critical Discourse ◽  
Modern World ◽  
Policy Makers ◽  
Language Textbooks

Language is a social phenomenon. It helps us to interact with the world around us. The prevailing content explores and emphasizes the idea of language as a significantly active agent which indoctrinates learners and excludes people from minorities through English Language textbook of Class 9 published by Sindh Textbook Board of Sindh, Pakistan. The study used Fair Clough’s model of CDA 1995 (Critical Discourse Analysis) as a tool to reveal the hidden ideologies behind the language used in the textbook. English, in Pakistan, is used as a language-learning subject in the context of L2. However, the language used in textbooks imposes certain ideological connotations in not only an implicit but also explicit manner. Rahman (2002).The language textbooks indoctrinate learners by propagating hidden agendas such as excessive promotion of Islamization and glorification of war and war heroes to name just a few. The study recommends language textbooks to focus on developing language skills and enlarging the lingual capabilities of the learners instead of selling indoctrination and constricting the critical abilities of the learners. In order to meet the needs of a modern world, balance curriculum contents should be designed for the learners. It is highly suggested to the designers and policy makers, to focus on language learning items and content, instead of content-oriented textbooks. The research will be beneficial in the domain of education and for fellow researchers as they would be able to discern in clear terms why indoctrination should be discouraged in the process of education; language should only be taught without distortion.

Gender Discourse of ‘Equal Opportunity’ for Male and Female in Pakistani English Textbooks: A Critical Discourse Analysis Study

2019 ◽  
Vol 1 (1) ◽  
pp. 77-98
Author(s):  
Amina Khalid ◽  
Arshad Ali Khan ◽  
Sayyed Rashid Ali Shah
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Equal Opportunity ◽  
Critical Discourse ◽  
Education For All ◽  
Policy Makers ◽  
Male And Female ◽  
Gender Discourse ◽  
Fair Representation ◽  
English Textbooks

The aim of the present article is to investigate the representation of male and female within the gender discourse of ‘equal opportunity’ in Pakistani English textbooks. The present study has focused on if the gender discourse of ‘equal opportunity’ resisted or supported in Pakistani English textbooks at varied educational levels and in what ways such discourse manifests gender notions in Pakistani society. The paradigm of this research is descriptive and qualitative. The corpus of the study is collected from the English textbooks of 5th, 6th and 8th classes of the Punjab Textbook Board Lahore through purposive sampling. The theoretical framework of the research is based on Critical Discourse Analysis approach. Within the paradigm of CDA, Van Leeuwen’s (2008) “Social Actor Network” model has been applied to analyze the gender representation in the text and the visuals. The results have shown that the discourse of ‘equal opportunity’ has been resisted in these textbooks as females have not been given the equal and fair representation. The findings are a vital source for the policy makers and the textbooks designers to improve the mistreated areas in future and keep in accordance with the policy of Education for All in real sense. This research is limited to the school textbooks of three levels only so further research can be done on other textbooks in future.

scholarly journals A Critical Discourse Analysis of Pakistani Newspapers Editorials in Coronavirus Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 144-153
Author(s):  
Nayab Waqas Khan ◽  
Mehak Muneer ◽  
Huma Iqbal
Keyword(s):  
Social Change ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Critical Discourse ◽  
Social Aspects ◽  
Linguistic Change ◽  
Local Newspapers ◽  
Rhetorical Questions ◽  
Second Wave

This research explores Pakistani newspapers Editorials’ lexical, morphological, and social aspects of the coronavirus Pandemic in Pakistan under the light of the Critical Discourse Analysis angle. The focal idea is to discover the etymological decision and rhetorical questions utilized in a revealing pandemic, and how did the columnists shape readers' minds and thoughts through their words. The CDA has been used as a theoretical framework for analyzing the data. Information for this examination includes 15 Editorial randomly gathered from 100 newspapers in Pakistan. Results demonstrated the exploitation of terminologies has been shown inconvenience, fear of contagious disease, death, fear of touching, and outbreak among people. The bogus information was additionally found in newspapers. Contradiction among newspapers was found while presenting data. This social change brings ultimately a linguistic change in the world. The English language is the language of overcoming gaps among nations, but this time it had correspondingly ushered in a new vocabulary to the general populace. For instance, new vocabulary, acronyms, synonyms, compounding, etc. Social change is parallel to linguistic change, and it is a paramount theme of lexicography. The local newspapers advocated a massive outbreak of the coronavirus and expected a second wave of this pandemic that was frustrating for the educational sector on top. The newspaper editors manipulate thoughts through forceful lexis usage to influence the thought, and opinions of Pakistani people.

Using corpus linguistic techniques in (critical) discourse studies reduces but does not remove bias: Evidence from an Arabic corpus about refugees

2018 ◽  
Vol 55 (1) ◽  
pp. 89-133 ◽  
Author(s):  
Ahmad S. Haider
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Corpus Linguistics ◽  
Real Life ◽  
Large Data ◽  
Analytical Framework ◽  
Critical Discourse ◽  
Corpus Linguistic ◽  
Statistical Measures ◽  
Discourse Studies

Abstract Critical Discourse Analysis (CDA) investigates the relationship between language, power, and society. Corpus linguistics (CL) is the study of language based on examples of real life language use. Over the last two decades, various scholars have combined some approaches and notions of CDA with the analytical framework of CL to examine the representation of several phenomena in relatively large texts. This study follows a corpus-assisted (critical) discourse analysis approach to investigate a 2.5 million word corpus of Arabic news articles by Jordan’s News Agency (PETRA). It demonstrates how some researchers following this approach may make some decisions, at some stages of their analysis, which are likely to affect their findings. These potential decisions may include selecting what statistical measures to use, what threshold to consider, what terms from the frequency, cluster, and collocation results to further investigate, which concordance lines to include in their study, and some others. In this study, I argue that some of these decisions can be made to suit the researchers’ preconceived assumptions and pre-existing hypotheses. The study concludes that using corpus linguistic techniques to discursively analyze large data reduces but not completely removes researchers’ bias.

King Abdullah II Anti-Terrorism Ideology: A Critical Discourse Analysis Perspective

2018 ◽  
Vol 10 (6) ◽  
pp. 97
Author(s):  
Sami K. Khawaldeh ◽  
Wafa abu Hatab
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Political Discourse ◽  
Mental Image ◽  
Analytical Framework ◽  
Critical Discourse ◽  
Cognitive Approach ◽  
Positive Image ◽  
Ideological Attitudes

The present paper investigates Anti-terrorism Ideology (ATI) in King Abdullah II of Jordan political discourse following a critical discourse methodology and focusing on three speeches delivered in 2015. The socio-cognitive approach is adopted as an analytical framework to decipher the underlying ideological attitudes and meanings that are encoded in these speeches. The study revealed that semantic aspects including lexical choices, repetition, and presupposition have been employed to construct (ATI) that aimed at creating a negative mental image of terrorists and a positive image of Islam.

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