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Kullman, 2013, Telling tales: Changing Discourses of Identity in thr '…
Kullman, 2013
Telling tales: Changing Discourses of Identity in thr 'Global' UK-Published English language Coursebook
Introduction
Discourse Identity
CDA (Critical Discourse Analysis)
Social practice - Language use according to the situation and people (Fairclough, 1992)
Language use is intimately bound up with identity (Gee, 1999)
Identity is constructed in narratives (Benwell & Stokoe, 2006)
Individuals try to relate their stories to the culture and history (Stephenson, 2000)
The narratives are context-dependent (Somers & Gibson, 1994)
Narrative structures set limits according to our identity (Gergen, 1999)
People who are no belong to the dominanat group can be excluded (Stephenson, 2000)
Discourse is shaped in relation to Power and Ideology (Fairclough, 1992)
Orders of Discourse
Regimes of truth ( Focault, 1980) & Orders of Discourse (Focault)
Fairclough (1999) cited Focault - arrangements/layouts of traditional language use, such as genres, narratives, discourses
Hall (1997) - a way of talking to regulate meaning in interaction
Fairclough (1995) - Technologization of Discourse is changing communication habits of a particular discourse community according to a dominant one. For example Television influences discourse technologization of many communities.
Education and Discourses of Identity
Recontextualization
of discourse is altering language of instruction according to the subject-specific content or daily situations.
Instructional discourse is influenced by Regultive discourse and
VERTICAL DISCOURSE
happens (Bernsteyn, 1996). It is coherent, explicit, hierarchically organized and systimatically principled.
HORIZONTAL DISCOURSE
occurs in everyday interactions. It is local, segmental, tacit/implicit, multi-layered and context-dependent.
Globalizing Discourses of Identity in ELT
Norton (2000) - CLT methods do not include learners' identities but should include;
Vygotsky emphasizes connection between identity, thought and language which affects second language learning.
Pennycock (1994) - ELT books are not neutral
Luke (1989) - all the textbooks are
closed
( overgeneralized and made perfect by including perscriptive/formulaic forms of the languge) ;
open
texts in books;
Samples of previliged identities in the coursebooks can impact on learner identity (Canagarajah, 1999).
The author provided studies on effects of news media on discourse of listeners and cited Gitlin, Altheide and others to show how
Frames
work in constructing identities of the audience.
Exploring Identity frames and discourses of identity in the UK-published coursebook (textbooks used during 28 years in an educational centre in the UK).
Before
- Headway, Cutting Edge, Reward, Kernel, Dveloping strategies, Studying strategies, Workout
Now
- Speakout
Method
of the study was Ethnographic content analysis. Quantitative - 12 books/8 categories: topics, people,language items, place/context, learner position, text & sources, tasks, learner roles in tasks, design & visuals.
questions
prominence of discourse types in terms of time and context
how Vertical discourse was previliged over learners' horizontal discourse
Protocol 1 - first stage of he study. The increasing centrality of the learner
From the beginning of the time period to the end , learner centrality increased.
From controlled activities to independent ones
Protocol 2 - second stage of the study. Personality and personal qualities
from zero at the beginning, improves from book to book.
Lifestyle
from workout
Personal change
with lifestyle
Explaining Changing discourses of Identity in the UK-published coursebook
The main reason for focus on individualism and learner-centeredness in the UK - published coursebooks is latest changes in methodology and emphasis and learner's personality.
Conclusions
Individualism is seen in
Assertiveness
- a strong and confident way of expressing own opinions, Western.
this may be not acceptable in other cultures (Japanese)
Lifestyle is also Western. Object oriented
Narratives
are the main sources of identifying, shaping and improving learner's identity.