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Telling tales: Changing Discourses of EL Coursebooks (Education and…
Telling tales: Changing Discourses of EL Coursebooks
critical discourse analysis
Foucault,1980 -order of discourse (genres, doscourses, narratives)
Hall, 1997: topics can be meaningful and influence the ideas to put into practice
Education and discourses of identity
Pennycook(1994):English language teaching materials are never neutral
Luke(1998):most texbooks are "closed"
Norton:CLT teaching methods do NOT seek to engage the identity of language learners
Canagarajah (1999)Coursebooks are "rewritten" by students' counter-discourses
Gitlin(1980)composed NEWS FRAME, which facit theories about what exists and what happens
Altheide (1996)Frames focus on what will be discussed
Exploring identity frames and discourses of identity in the UK-published coursebooktext
British Council recognizedlanguage center Speakingout Intermediate (Claire and Wilson, 2011)
THE 2ND STAGE: the ways of personal qualities,lifestyle practices, the ways of personal changes
the topic "Lifestyle" was mentioned: Workout Upper Intermediate(1980)Reward Upper Intermediate(1996), Cutting Edge Intermediate (1999), Speakout Upper Intermediate (2001),
Following protocols were developed: topics, THE 1ST STAGErepresented people, language elements, prioritised communication,context, learners' position, and tasks
Narrative analysis needs to question the ideology
As a result: any cultural context will be dominannt or secondary
CDA
- how language is used "on site" to enact activity
Personal change: topics related life experiences,self-improvement, healthpsychology,human factors were discussed in Speakout Intermediate (2011)workout intermediate(2001).
Kirkmayer, (2007) refered 'expressive individualism" shows UNIQUE expereince
Sarup (1996) highlighted the role of OBJECTS rather than human factors
Somers and gipson (1994)Global Coursebook remains a "monologue"