CCU 8

Citation: Martinez, Dolores. (2012). Critical learning: critical discourse analysis in EFL teaching,  journal of 

 language teaching and research, 3(2): 283-288.

 

This paper aims to demonstrate how critical discourse analysis can be implemented in foreign language teaching in order to help students develop their internal values and critical thinking skills. The main principles of critical discourse analysis can be incorporated in order to turn a song, a t-shirt slogan or an email into the subject of linguistic exploitation and socio-cultural debate.  Critical discourse analysis promotes the application of critical thinking to social situations and the unveiling of hidden connections between language use, ideology and power.

CDA promotes the application of critical thought to social situations and the unveiling of strategies in texts. Discourse analysis, and more specifically, critical approaches offer the learner new skills to interpret society and culture. Teachers can improve their teaching practices by investigating actual language use both in and out of the classroom. Likewise, discourse analysis stimulates students to reflect on the huge amount of analysable information they receive every day through different means.

Discourse analysis is not restricted to significant texts and contexts. Journalists, writers of e-mails, composers of songs and creators of slogans are conscious of the potential of words to have an impact on the reader and shape his feelings and behaviour. Critical learning awakens students’ curiosity about their surrounding information and leads them to think that they can be manipulated while they think they are just being informed.