A critical EAP perspective on “Glory to Hong Kong”: Language, identity, and resistance

This article aims at examining the political rhetoric of the Chinese government about the Arab Spring, which is seen as a turning point in the rhetoric of China’s leaders in relation to the international community. It focuses on two key speeches by the Chinese political elite, i.e. personated by the Chinese president Hu Jintao and the Minister of Foreign Affairs Yang Jiechi. This study of Chinese elite rhetoric provides us with information on the view by this the Chinese political on the future of the People’s Republic and on the actual influence of the Chinese history and culture on Chinese policies. On the basis of a critical discourse analysis of the speeches, we focus on the themes referring to the Arab Spring and examine the ideologies that are underlying these themes. Key themes that recurred repeatedly are harmony and social stability, both main goals in China’s current policy, both in a domestic and international context. It shows that the fundamental values, that have shaped the People's Republic, and the ancient cultural values, are still of great importance, despite the country’s state of development. The Chinese view on the Arab Spring should therefore be described in this context. Although we see no moral judgment towards the uprisings in the Arab world, their main vision reverts to the principle of sovereignty, stability and harmony. The realization that democratization and social changes are necessary to accommodate social discontent is present, however, only within the limits of stability and under the leadership of the Communist Party. We can therefore conclude that the Chinese leaders oppose any form of abrupt reforms. Keywords: People’s Republic of China – Arab Spring – Rhetoric – Political Elite – Critical Discourse Analysis ----- Bibliography: Poulain, Ann-Sophie/De Landtsheer, Christ'l/Kalkhoven, Lieuwe: The Arabic Spring in the Eyes of Chinese Political Leaders. A Critical Discourse Analysis of Chinese political rhetoric, PCS, 1-2014, pp. 82-100. https://doi.org/10.3224/pcs.v5i1.19820

In this groundbreaking, cross-disciplinary book, Rebecca Rogers explores the complexity of family literacy practices through an in-depth case study of one family, the attendant issues of power and identity, and contemporary social debates about the connections between literacy and society. The study focuses on June Treader and her daughter Vicky, urban African Americans labeled as "low income" and "low literate." Using participant-observation, ethnographic interviewing, photography, document collection, and discourse analysis, Rogers describes and explains the complexities of identity, power, and discursive practices that June and Vicky engage with in their daily life as they proficiently, critically, and strategically negotiate language and literacy in their home and community. She explores why, despite their proficiencies, neither June or Vicky sees themselves as literate, and how this and other contradictions prevent them from transforming their literate capital into social profit. This study contributes in multiple ways to extending both theoretically and empirically existing research on literacy, identity, and power: * Critical discourse analysis. The analytic technique of critical discourse analysis is brought into the area of family literacy. The detailed explanation, interpretation, and demonstration of critical discourse analysis will be extremely helpful for novices learning to use this technique. This is a timely book, for there are few ethnographic studies exploring the usefulness and limits of critical discourse analysis. * Combines critical discourse analysis and ethnography. This new synthesis, which is thoroughly illustrated, offers an explanatory framework for the stronghold of institutional discursive power. Using critical discourse analysis as a methodological tool in order to build critical language awareness in classrooms and schools, educators working toward a critical social democracy may be better armed to recognize sources of inequity. * Researcher reflexivity. Unlike most critical discourse analyses, throughout the book the researcher and analyst is clearly visible and complicated into the role of power and language. This practice allows clearer analysis of the ethical, moral, and theoretical implications in conducting ethnographic research concerned with issues of power. * A critical perspective on family literacy. Many discussions of family literacy do not acknowledge the raced, classed, and gendered nature of interacting with texts that constitutes a family's literacy practices. This book makes clear how the power relationships that are acquired as children and adults interact with literacy in the many domains of a family's literacy lives. A Critical Discourse Analysis of Family Literacy Practices: Power In and Out of Print will interest researchers and practitioners in the fields of qualitative methodology, discourse analysis, critical discourse studies, literacy education, and adult literacy, and is highly relevant as a text for courses in these areas.

RESISTING THROUGH CITIZEN JOURNALISM: A CRITICAL DISCOURSE ANALYSIS ON THE BLACK LIVES MATTER MOVEMENT ON TWITTER

With the emergence of critical English language teaching (CELT) in the past 25 years, primarily in the English for academic purposes domain, there have been significant implications for English language learning. ELT approaches have drawn on major premises and assumptions in second language acquisition research from the past several decades, particularly in the institutional context of intensive English language programs in North America in which the dominant conventions and traditional approaches in English language teaching have been enacted. The first incarnation of CELT occurred in the early 1990s, which eventually prompted a key debate over critical pedagogy in English language teaching during the 2000s. The second wave of CELT began in the mid-2000s and addressed the continuing challenges facing students in the context of neoliberal spaces of universities worldwide. New approaches have emerged that address the importance of CELT in the current nationalist and racist backlash against increased global mobility of job- and refuge-seeking immigrants to Australia, Canada, the United States, and the United Kingdom.

Critical Policy Discourse Analysis bridges the literature on critical discourse analysis (CDA) and critical policy analysis to provide a practical guide on how to combine these major approaches to critical social science. The volume gives a clear introduction to concepts and analytical procedures for critical policy discourse analysis. Utilising ten international case studies, the authors explain and critically reflect upon the methods and theories that they have used to successfully integrate CDA with critical policy studies across a diverse range of policy issues. Case studies are used to explore issues in economics, health, education, crisis management, the environment, language and energy policy. Analysing these through discursive methodological approaches in the traditions of CDA, social semiotics and discourse theory, this book connects this discursive methodology systematically to the field of critical policy studies. This is an essential read for researchers wishing to practically combine methods of CDA with critical policy studies. It provides key insights for politics scholars looking to gain a more in-depth understanding of the impact and analysis of discourse.

Since the advent of the critical turn in Applied Linguistics and Teaching English to Speakers of Other Languages (TESOL), researchers have addressed previously ignored or glossed over issues of race, gender, class, sexuality, cultural politics, and identity in the language classroom. Curiously, the issue of emotion in language teaching and learning, which would seem to be an integral part of the aforementioned constructs in a person’s identifications and performativities, was left largely unexplored from critical perspectives. Benesch’s thought-provoking, and in many ways, groundbreaking book is a much needed and welcomed contribution to the exploration of emotions that extend beyond the cognitive approaches prevalent in Second Language Acquisition (SLA) research. Much like her 2001 book, Critical English for Academic Purposes, Benesch seamlessly integrates complex theories with illustrative classroom practices, providing avenues for researchers to pursue further explorations in this area as well as classroom examples for practitioners interested in expanding their own critical approaches with English language learners (ELLs).

This research aims to investigate the relationship between critical reading abilities and critical discourse analysis (CDA) competencies among future 21st century educators, emphasizing the critical necessity for these educators to possess such skills in today's demanding educational landscape. A sample of 70 prospective teachers was analyzed to determine the interconnection between their abilities in critical reading abilities and CDA, with an exploration into how one skill may influence the other. Additionally, the study examines the role of cognitive style—specifically, field-independent and field-dependent thinking—as a moderating factor in this relationship. Findings indicate a significant positive impact of CDA capabilities on critical reading abilities, suggesting that proficiency in analyzing discourse critically enhances one's ability to read with a critical eye. Furthermore, the study reveals no significant difference in CDA and critical reading abilities between participants categorized as field-independent thinkers versus those identified as field-dependent thinkers. These outcomes highlight the need for further research to explore additional factors that may affect the development of critical reading and discourse analysis skills. The study concludes with a call for educational strategies that integrate both critical reading and CDA competencies, considering the varied cognitive styles of learners.

This paper contributes to the development of a critical realist approach to discourse analysis by combining aspects of ‘critical discourse analysis’ (CDA) and ‘the morphogenetic/morphostatic approach’ (M/M). Unlike poststructuralist discourse theory, CDA insists on the maintenance of two distinctions: (i) between discourse and other aspects of social reality; (ii) between structure and agency. However, CDA lacks clarity on these distinctions. M/M, on the other hand, offers a coherent modelling of these distinctions that can underpin the application of CDA. The paper begins by introducing CDA, M/M and the existing literature on critical realist discourse analysis. It then establishes the M/M model of social change within CDA’s existing social theory by focusing on ‘analytical dualism’ and ‘social practice’. Finally, the paper locates the concept of discourse within M/M’s model of social change by theorizing discourse as one of four objective structures of meaning.

Four Critical Essays on Argumentation

Discourse, War and Terrorism – Edited by Adam Hodges and Chad Nilep

The significant role of the media, in general, and the movies, in particular, in disseminating information and creating images of the real life by use of the language as a powerful social tool is totally irrefutable. Although critical analysis of the movie discourse is a fashionable trend among the critical discourse analysts, there is a paucity of research on movie discourse in Iran. Besides, the increasing number of the anti-Iranian movies produced in the last decade and the growing tendency among the English students to watch American movies, have established the need for conducting a research to investigate the images of Iranians represented in the Western movies. Thus, in this article an anti-Iranian movie called Iranium , allegedly labeled as documentary, has been critically analyzed using Critical Discourse Analysis (CDA). For this purpose, Van Dijk’s framework (2004) has been utilized to uncover the ideological manipulations and misrepresentations of this movie. The analysis revealed that the dichotomy of in-group favoritism vs. out-group derogation is a very effective discursive strategy at the disposal of the movie makers who have used language as a weapon to attack Iran by representing a distorted and unrealistic image of the Iranians’ history, culture and ideologies. The findings of the present study imply that adopting a critical discourse analysis perspective in the EFL classes is a necessity which needs the development of the required materials, by the curriculum developers, that raise the students’ critical awareness as well as their language skills and proficiency.

This study aims to analyse power, dominance, racial discrimination, and power exercise that is narratively established through a subtle network of metaphors in a fiction work, The Kite Runner. The Kite Runner exposes the socioeconomic conditions in the borderlands of Pakistan and Afghanistan, revealing the differences between power manipulation and the domestic performance of powerful social groups. The work also explores how religious and status dichotomies circumvent the progress of minority groups and align their physical features with their receding power and financial features. An adopted model of critical discourse analysis (CDA) indicates power, economic, and racial dichotomies in the book while revealing the shades of metaphors through conceptual metaphor theory (CMT) in a post-colonial text. Dogmatic ideographs are perpetuated in every public sphere through language and established gradually through unprovoking tools of metaphors. The metaphors are uncovered through CMT, providing a helpful understanding of different conceptual domains. Rhetorically, CDA helped reveal the racial discrimination, human rights violations, and hatred against minorities embedded in the selected metaphors. This investigation is very significant in connection with the current scenario of cross-cultural studies, as it mainly depicts the prevailing social trends regarding two different settings. The study may benefit intelligentsia interested in post-colonial and decolonial discourse and diaspora literature. Keywords: Conceptual Metaphor Theory, Critical Discourse Analysis, Metaphor, Power Expansion, Racial Discrimination Agbo, I. I., Kadiri, G. C., & Ijem, B. U. (2018). Critical metaphor analysis of political discourse in Nigeria. English Language Teaching, 11(5), 95–105. https://doi.org/10.5539/elt.v11n5p95 Burke, K. (2017). A rhetoric of motives. In Routledge eBooks (pp. 154–164). https://doi.org/10.4324/9781315080925-15 Chouliaraki, L., & Fairclough, N. (1999). Discourse in late modernity: Rethinking critical discourse analysis. Edinburgh University Press. Fairclough, N. (2000). Discourse, social theory and social research: The case of welfare reform. Journal of Sociolinguistics, 4(2), 163–195. Fairclough, N. (2012). Critical discourse analysis. International Advances in Engineering and Technology, 7, 452–487. Foucault, M. (1976). The history of sexuality (Vol. 1). https://www2.warwick.ac.uk/fac/arts/english/currentstudents/undergraduate/modules/fulllist/special/endsandbeginnings/foucaultrepressiveen278.pdf Foucault, M., & Sheridan, A. (1972). The archaeology of knowledge and the discourse on language. http://ci.nii.ac.jp/ncid/BA21964742 Gill, S. (1998). European governance and new constitutionalism: Economic and monetary union and alternatives to disciplinary neoliberalism in Europe. New Political Economy, 3(1), 5–26. https://doi.org/10.1080/13563469808406330 Gramsci, A. (1971). Selections from the prison notebooks. London: Lawrence & Wishart. Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. London: Longman. Hosseini, K. (2003). The kite runner. New York, NY: Riverhead Books. Jawaid, A., Batool, M., Arshad, W., Kaur, P., & ul Haq, M. I. (2024). English language pronunciation challenges faced by tertiary students. Contemporary Journal of Social Science Review, 2(04), 2104-2111. https://contemporaryjournal.com/index.php/14/article/view/361 Jawaid, A. (2014). Benchmarking in TESOL: A Study of the Malaysia Education Blueprint 2013. English Language Teaching, 7(8), 23-38. http://dx.doi.org/10.5539/elt.v7n8p23 Jensen, D. F. N. (2006, April). Metaphors as a bridge to understanding educational and social contexts. International Institute for Qualitative Methodology. https://sites.ualberta.ca/~iiqm/backissues/5_1/HTML/jensen.htm Kövecses, Z. (2002). Metaphor: A practical introduction. Oxford University Press. Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal about the mind. University of Chicago Press. Lakoff, G. (1993). The contemporary theory of metaphor. In A. Ortony (Ed.), Metaphor and thought (2nd ed., pp. 202–251). Cambridge University Press. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. University of Chicago Press. Reddy, M. (1979). The conduit metaphor: A case of frame conflict in our language about language. In A. Ortony (Ed.), Metaphor and thought (pp. 284–324). Cambridge University Press. Talib, N., & Fitzgerald, R. (2016). Micro–meso–macro movements: A multi-level critical discourse analysis framework to examine metaphors and the value of truth in policy texts. Critical Discourse Studies, 13(5), 531–547. https://doi.org/10.1080/17405904.2016.1182932 Van Dijk, T. A. (1988). News analysis: Case studies of international and national news in the press. Hillsdale, NJ: Lawrence Erlbaum Associates. Van Dijk, T. A. (1993). Principles of critical discourse analysis. Discourse & Society, 4(2), 249–283. https://doi.org/10.1177/0957926593004002006 Van Dijk, T. A. (2001). Critical discourse analysis. Discourse and Society, 4(2), 249–283. Van Dijk, T. A. (2005). Discourse and racism in Spain and Latin America. Amsterdam: Benjamins. Van Dijk, T. A. (2009). Critical discourse studies: A sociocognitive approach. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (2nd ed., pp. 62–86). London: Sage Publications. Wodak, R. (2001). What CDA is about: A summary of its history, important concepts and developments. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 1–13). London: Sage Publications. Wodak, R. (2007). Pragmatics and discourse analysis. Amsterdam: John Benjamins Publishing Company.

Accessible yet theoretically rich, this landmark text introduces key concepts and issues in critical discourse analysis and situates these within the field of educational research. The book invites readers to consider the theories and methods of three major traditions in critical discourse studies � discourse analysis, critical discourse analysis and multimodal discourse analysis -- through the empirical work of leading scholars in the field.

Language and cinema make use of distinctive tools to interpret and reflect external reality. While signs in language consist of signifiers and signified(s), in cinema they are fiction, sound, image, and most importantly, discourses within the screenplay. A discourse is a unit of communication value that, for the most part, includes the social and production conditions of language beyond utterances. Examinations of discourse can be done from a linguistic perspective that engages grammar, sentence structures, and voice, or from a non-linguistic perspective. Critical discourse analysis approaches its object of study from a broad perspective. It aims to critically examine texts and speeches on subjects such as racism, sexism, colonialism, and other forms of social inequality. Critical feminist discourse analysis focuses on the complex structures of hidden power relations and the ideologies that support gender regulations in discourse, though it is separate from critical discourse analysis in various ways. In this study, the film Marriage Story, written and directed by Noah Baumbach, undergoes critical feminist discourse analysis. By constructing the character Nicole, the female protagonist who attempts to exist in a masculine public sphere and, in the process, becomes a liberated individual who makes a series of decisions in line with her desires and needs and self-expression, Baumbach criticizes the dominant ideology of his own cinematic making.

The main objective of the article is to conduct a critical media discourse analysis as presented in the Polish and international editions of the "Newsweek" magazine in the years 2001-2006 and 2012-2016; the subject of which was climate change. The introduction provides the definitions of the key terms, such as: the greenhouse effect and critical discourse analysis (CDA). The theoretical part presents the most important assumptions of the CDA and presents a characteristic of the weekly. The results of the conducted quantitative and qualitative analysis partially lead to varying conclusions. Based on the CDA, the hypothesis was assumed that more attention was provided to climate change in the international (English) edition of "Newsweek", than in the Polish-language edition. Rejected in turn was the hypothesis, according to which, more importance to climate change and their repercussions was provided in the discourse within the last 5years of publication of the weekly than in the discourse from the years 2001-2006. As a result of comparison of both discourses, the disturbing fact that media discourse did not present and encourage among the readers an active stance in favour of the climate was noticed. It is the task of this influential weekly, the message of which reaches many people, not only to provide knowledge and shape specific values or view, but also to encourage and popularise attitudes in favour of the climate. If man wants to continue to live on earth, then one of their goals is to modify the form of discourse by entities responsible for its form.