Abstract
This paper is a critical study in Critical Discourse Analysis paradigm of a Textbook prescribed for intermediate students (Second Language Learners) in Government Colleges affiliated to the Board of Intermediate and Secondary Education (BISE) Larkana, Sindh, Pakistan. The textbook contains selected texts to improve students reading skills integrated with writing activities. Each of the texts contains questions at the end to be answered. It is observed that the reading tasks are badly designed and there is no mental activity to involve students in the text discourse. The study focuses on critical discourse of the underlying text to inspect whether the text reading involves students in the critical discourse or not; it also attempts to analyze the Reading Text ‘Pakistan Zindabad’ to identify problems showing the gap and unawareness on the part of teachers and students regarding the critical discourse of the text in classroom reading context. It is also suggested that teachers need to bring about a change in their traditional teaching methods in order to tackle the issue. The awareness of critical discourse analysis is recommended on the part of the teachers in order to analyze and understand the real meaning of the text. In result, it may develop the critical approach which is very essential for a reader.
Highlights
Introducing Critical Discourse Analysis (CDA) in an academic setting is somewhat significantly investigating communication through text and instruction (Fisher, 2001)
This paper is a critical study in Critical Discourse Analysis paradigm of a Textbook prescribed for intermediate students (Second Language Learners) in Government Colleges affiliated to the Board of Intermediate and Secondary Education (BISE) Larkana, Sindh, Pakistan
The study focuses on critical discourse of the underlying text to inspect whether the text reading involves students in the critical discourse or not; it attempts to analyze the Reading Text ‘Pakistan Zindabad’ to identify problems showing the gap and unawareness on the part of teachers and students regarding the critical discourse of the text in classroom reading context
Summary
Introducing Critical Discourse Analysis (CDA) in an academic setting is somewhat significantly investigating communication through text and instruction (Fisher, 2001) It has been regarded as a new trend in the field of applied linguistics and language studies aiming at developing critical thinking skills by understanding and analyzing the discourse of a text in a classroom context. Critical Discourse Analysis (CDA) is primarily concerned with the study of language by highlighting the role of a power structure, dominance and inequality operated in a society. This approach emerged in 1970 as one of the academic disciplines investigating communication either verbal or non-verbal to explore something hidden. A paragraph of any length and type covering an article, essay or a news report is fundamentally a sort of discourse, and is often revealed by a statement of objective and topic sentence usually appearing at the beginning of a paragraph (Johnstone, 2008)
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