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In this episode, I conclude Jacques Derrida's \"Dissemination\" with the chapters titled \"The Double Session\" and \"Dissemination.\"If you want to support me, you can do that with these links:Patreon: https://www.patreon.com/theoryandphilosophy paypal.me/theoryphilosophyTwitter: @DavidGuignion IG: @theory_and_philosophy

The current study is carried out in the field of Critical Discourse Analysis (henceforth CDA) for the analysis of articles taken from New York Times (henceforth NYC), as a representative for American media. The study rises the following questions:  (1) How radical Islamists groups are tackled linguistically in the discourse of American newspapers? (2) Which type of modality is used heavily to reflect the ideologies of American newspapers? (3) Do American newspapers rely on a specific trigger in the production of news? (4) Do American newspapers consider radical Muslims as if they were representative for Islam or not? The study aims at: (1) Analyzing linguistically the discourse of newspapers to know what is the role of the American writers in the reproduction of racism, and discrimination in their discourse. (2) Examining the role of modality in presenting issues related to radical Islamists. (3) Finding out which presupposition trigger is used mostly in American newspapers. (4) Explaining the western view to Islam and Muslims. To achieve the aims of this study the following procedures are presented: (1) presenting a brief review about CDA and Radical Islamists. (2) Discussing the model used. (3) Analyzing the articles following van Dijk  Dijk’s “News discourse” (1988) which is taken to handle the linguistic level of the study. Concerning the ideological level, van Dijk ‘s “Ideological Square” (1995b) is used. The study also uses Yule’s (1996) for the analysis of presupposition triggers.

http://uf.catalog.fcla.edu/uf.jsp?st=UF003477851&ix=nu&I=0&V=D

This paper aims to explore how language and visuals in Instagram posts reflect power dynamics in the food world, focusing on three American foods: burgers, hotdogs and chicken wings as they are deeply ingrained in American culture, reflecting cultural values and preferences. Their popularity cuts across different groups in the U.S. By studying how they're depicted on Instagram, we can uncover hidden power dynamics in food culture. Hence, the paper will dig into how these foods are shown and discussed on the platform using the discourse historical analysis method. Instagram posts to be analyzed will be selected from 2020 onward, including those from chefs, restaurants, and food influencers. The paper shall contend that Instagram content is essentially ideological, reflecting societal beliefs and norms. Language, whether spoken or visual, can reinforce existing power structures. This paper will examine the language in these Instagram posts, focusing on power, history, and ideology. It will also delve into the intricate mechanisms of counter-discourse, exploring how activists strategically design, deploy, and orchestrate digital narratives to challenge prevailing socio-political ideologies. It also underscores the role of Instagram in advocating for justice and amplifying voices in democratic societies.

The main purpose of current inquiry is to answer the question that how language use in relation to sexual phenomena and what is desirable picture according that and which principles and procedures are oriented in education. In the study, the complexity of language usage in sex education and necessity of understanding of cultural and social contexts and the role of structure has been considered. The status quo refers to texts that are still legally valid and can be cited. In order to achieve these goals the critical discourse analysis (CDA) base on Norman Fairclough as methodology was used. The results indicate that the dominant discourse of sex education in Iran education should be called “discourse of restraint”. The characteristic of the mentioned discourse are more focus on negative aspects of sex education. The representation of this discourse reflects the reality of sexual desire in a way that looks at the threats of sexual instinct rather than its opportunities for student in a happy life.

In this article, a special attention is paid to the main feature of the discourse in language teaching as well as creating suitable contexts for interaction, illustrating exchanges and providing learners with opportunities to process language within a variety of situations are all necessary for developing learning environments.

The present research study is an analysis of Zulfikar Ghose’ poetry who is Pakistani poet writing in English. The researcher aims at analyzing his collection of poetry 50 Poems: Selected and New Poems in the light of Michael Foucault’s Biopower theory. Ghose’ collections of poetry are embedded with the elements of Diaspora, exile, alienation, loneliness, strangeness and search as well as quest for his own identity and cultural values. The study has investigated the language phenomenon of his poems under the framework of Foucault’s theory. Hence, few of the poems from the collection have been analyzed from the perspective of notion of power and biopower to argue the notion that Ghose poetry talks about power and negotiates power ideology. The colonial burden of the subjects in his poetry, the cultural erosion and identity crisis and supremacy of language has been pointed out under the canopy of power matrix. The study positively contributed to Pakistani literature and modern literary theory.

  This study explores the marketization of higher education on university websites in Pakistan by drawing on critical discourse analysis. The process through which educational institutions have adopted market-oriented techniques as part of the competition in a neoliberal order is called ‘marketization’. This research aims to investigate the linguistic features and discursive strategies employed on Pakistani university websites to depict the marketization of higher education. Using a qualitative research design within the tradition of Critical Discourse Analysis, the textual content of university websites was examined in this research. The research discovers several prominent linguistic features such as testimonials, positive framing, persuasive language, and an emphasis on employability and professional success. It also provides insights into the possible ramifications of marketization of the sector on the autonomy and values of universities, as well as on the process through which students make choices about their education and their experiences of it. The implications of our findings stress the importance of engaging critically with the processes of marketization taking place in higher education and urging universities and higher education systems to find a point of equilibrium between their market-oriented strategies on one hand and their fundamental educational purpose, on the other.

  This study explores the marketization of higher education on university websites in Pakistan by drawing on critical discourse analysis. The process through which educational institutions have adopted market-oriented techniques as part of the competition in a neoliberal order is called ‘marketization’. This research aims to investigate the linguistic features and discursive strategies employed on Pakistani university websites to depict the marketization of higher education. Using a qualitative research design within the tradition of Critical Discourse Analysis, the textual content of university websites was examined in this research. The research discovers several prominent linguistic features such as testimonials, positive framing, persuasive language, and an emphasis on employability and professional success. It also provides insights into the possible ramifications of marketization of the sector on the autonomy and values of universities, as well as on the process through which students make choices about their education and their experiences of it. The implications of our findings stress the importance of engaging critically with the processes of marketization taking place in higher education and urging universities and higher education systems to find a point of equilibrium between their market-oriented strategies on one hand and their fundamental educational purpose, on the other.

  This study explores the marketization of higher education on university websites in Pakistan by drawing on critical discourse analysis. The process through which educational institutions have adopted market-oriented techniques as part of the competition in a neoliberal order is called ‘marketization’. This research aims to investigate the linguistic features and discursive strategies employed on Pakistani university websites to depict the marketization of higher education. Using a qualitative research design within the tradition of Critical Discourse Analysis, the textual content of university websites was examined in this research. The research discovers several prominent linguistic features such as testimonials, positive framing, persuasive language, and an emphasis on employability and professional success. It also provides insights into the possible ramifications of marketization of the sector on the autonomy and values of universities, as well as on the process through which students make choices about their education and their experiences of it. The implications of our findings stress the importance of engaging critically with the processes of marketization taking place in higher education and urging universities and higher education systems to find a point of equilibrium between their market-oriented strategies on one hand and their fundamental educational purpose, on the other.

  This study explores the marketization of higher education on university websites in Pakistan by drawing on critical discourse analysis. The process through which educational institutions have adopted market-oriented techniques as part of the competition in a neoliberal order is called ‘marketization’. This research aims to investigate the linguistic features and discursive strategies employed on Pakistani university websites to depict the marketization of higher education. Using a qualitative research design within the tradition of Critical Discourse Analysis, the textual content of university websites was examined in this research. The research discovers several prominent linguistic features such as testimonials, positive framing, persuasive language, and an emphasis on employability and professional success. It also provides insights into the possible ramifications of marketization of the sector on the autonomy and values of universities, as well as on the process through which students make choices about their education and their experiences of it. The implications of our findings stress the importance of engaging critically with the processes of marketization taking place in higher education and urging universities and higher education systems to find a point of equilibrium between their market-oriented strategies on one hand and their fundamental educational purpose, on the other.

  This study explores the marketization of higher education on university websites in Pakistan by drawing on critical discourse analysis. The process through which educational institutions have adopted market-oriented techniques as part of the competition in a neoliberal order is called ‘marketization’. This research aims to investigate the linguistic features and discursive strategies employed on Pakistani university websites to depict the marketization of higher education. Using a qualitative research design within the tradition of Critical Discourse Analysis, the textual content of university websites was examined in this research. The research discovers several prominent linguistic features such as testimonials, positive framing, persuasive language, and an emphasis on employability and professional success. It also provides insights into the possible ramifications of marketization of the sector on the autonomy and values of universities, as well as on the process through which students make choices about their education and their experiences of it. The implications of our findings stress the importance of engaging critically with the processes of marketization taking place in higher education and urging universities and higher education systems to find a point of equilibrium between their market-oriented strategies on one hand and their fundamental educational purpose, on the other.

  This study explores the marketization of higher education on university websites in Pakistan by drawing on critical discourse analysis. The process through which educational institutions have adopted market-oriented techniques as part of the competition in a neoliberal order is called ‘marketization’. This research aims to investigate the linguistic features and discursive strategies employed on Pakistani university websites to depict the marketization of higher education. Using a qualitative research design within the tradition of Critical Discourse Analysis, the textual content of university websites was examined in this research. The research discovers several prominent linguistic features such as testimonials, positive framing, persuasive language, and an emphasis on employability and professional success. It also provides insights into the possible ramifications of marketization of the sector on the autonomy and values of universities, as well as on the process through which students make choices about their education and their experiences of it. The implications of our findings stress the importance of engaging critically with the processes of marketization taking place in higher education and urging universities and higher education systems to find a point of equilibrium between their market-oriented strategies on one hand and their fundamental educational purpose, on the other.

  This study explores the marketization of higher education on university websites in Pakistan by drawing on critical discourse analysis. The process through which educational institutions have adopted market-oriented techniques as part of the competition in a neoliberal order is called ‘marketization’. This research aims to investigate the linguistic features and discursive strategies employed on Pakistani university websites to depict the marketization of higher education. Using a qualitative research design within the tradition of Critical Discourse Analysis, the textual content of university websites was examined in this research. The research discovers several prominent linguistic features such as testimonials, positive framing, persuasive language, and an emphasis on employability and professional success. It also provides insights into the possible ramifications of marketization of the sector on the autonomy and values of universities, as well as on the process through which students make choices about their education and their experiences of it. The implications of our findings stress the importance of engaging critically with the processes of marketization taking place in higher education and urging universities and higher education systems to find a point of equilibrium between their market-oriented strategies on one hand and their fundamental educational purpose, on the other.

  This study explores the marketization of higher education on university websites in Pakistan by drawing on critical discourse analysis. The process through which educational institutions have adopted market-oriented techniques as part of the competition in a neoliberal order is called ‘marketization’. This research aims to investigate the linguistic features and discursive strategies employed on Pakistani university websites to depict the marketization of higher education. Using a qualitative research design within the tradition of Critical Discourse Analysis, the textual content of university websites was examined in this research. The research discovers several prominent linguistic features such as testimonials, positive framing, persuasive language, and an emphasis on employability and professional success. It also provides insights into the possible ramifications of marketization of the sector on the autonomy and values of universities, as well as on the process through which students make choices about their education and their experiences of it. The implications of our findings stress the importance of engaging critically with the processes of marketization taking place in higher education and urging universities and higher education systems to find a point of equilibrium between their market-oriented strategies on one hand and their fundamental educational purpose, on the other.

  This study explores the marketization of higher education on university websites in Pakistan by drawing on critical discourse analysis. The process through which educational institutions have adopted market-oriented techniques as part of the competition in a neoliberal order is called ‘marketization’. This research aims to investigate the linguistic features and discursive strategies employed on Pakistani university websites to depict the marketization of higher education. Using a qualitative research design within the tradition of Critical Discourse Analysis, the textual content of university websites was examined in this research. The research discovers several prominent linguistic features such as testimonials, positive framing, persuasive language, and an emphasis on employability and professional success. It also provides insights into the possible ramifications of marketization of the sector on the autonomy and values of universities, as well as on the process through which students make choices about their education and their experiences of it. The implications of our findings stress the importance of engaging critically with the processes of marketization taking place in higher education and urging universities and higher education systems to find a point of equilibrium between their market-oriented strategies on one hand and their fundamental educational purpose, on the other.

An analysis about the Hanunoo language.

An analysis about the Hanunoo language.

Because policymakers have a direct impact on schools, teachers, and therefore students, this study examined the discourse of policymakers in relation to their views on "quality" teaching. Findings from the study conclude the cultural models and discourses widely varied among policymakers. Their views were based on an idiosyncratic approach to teaching and learning. A fragmented understanding of quality teaching from policymakers as a whole emerged.

This study examines the effect of questions on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of questions that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques. Participants in the study are consisted of a group of intermediate-level English students at the English Language Institute (ELI) of a Saudi Arabian university. First, participating classes were video-recorded and the data gathered was transcribed. The questions asked in each class were then divided into two groups: questions that were deemed to promote classroom interaction and questions that failed to create classroom interaction. Finally, the defining features of each group of questions were determined. Results showed a correlation between the questions' characteristics and the creation of classroom interaction. In other words, some question types significantly improved classroom interaction while others failed to do so.

Textbooks have always been a major means of standardizing the curriculum and the activities of the students. The standardization happens through teaching the values. However, the values are transformed as discourse — the means through which the reality is known or made to be known. Informed by the insights basically founded in Critical Discourse Analysis, this paper tries to explore the values– beliefs about certain aspect such as family, society and nation, in school-level textbooks, especially of Nepali and Social Studies, of government schools of Nepal, and attempts to argue that the textbooks prescribed by the current curriculum are cultural production at large therefore textual. Specifically, it argues how the inculcation of critical attitude in the school children has been undermined giving rise to the pedagogy that largely emphasizes on mere knowing some values that mar the development of critical attitude in the students. As a qualitative inquiry, the article critically draws upon the ideological interpretation of the moral values, and concludes the total patterning of the content of the textbooks clearly keeps the essentialities of modern education such as critical engagement, linguistic and cognitive skills, the questioning attitude and critical thinking on the part of the students at bay.

Textbooks have always been a major means of standardizing the curriculum and the activities of the students. The standardization happens through teaching the values. However, the values are transformed as discourse — the means through which the reality is known or made to be known. Informed by the insights basically founded in Critical Discourse Analysis, this paper tries to explore the values– beliefs about certain aspect such as family, society and nation, in school-level textbooks, especially of Nepali and Social Studies, of government schools of Nepal, and attempts to argue that the textbooks prescribed by the current curriculum are cultural production at large therefore textual. Specifically, it argues how the inculcation of critical attitude in the school children has been undermined giving rise to the pedagogy that largely emphasizes on mere knowing some values that mar the development of critical attitude in the students. As a qualitative inquiry, the article critically draws upon the ideological interpretation of the moral values, and concludes the total patterning of the content of the textbooks clearly keeps the essentialities of modern education such as critical engagement, linguistic and cognitive skills, the questioning attitude and critical thinking on the part of the students at bay.

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.

Concentration on the formal features of language and on developing speaking skills in a second language fails to provide the language student with the necessary level of conversational ability. The concept of communicative competence has resulted in a new emphasis on the nature of interaction and the rules of discourse. Interest has shifted from studies on language structure to studies on social interaction, the meaning of utterances, and the functions of speech. This paper explores how recent advances in sociolinguistics and discourse analysis can aid one's understanding of the roles and privileges of teachers and students engaged in verbal interaction and how verbal behavior can be changed or acquired for greater conversational competence. Areas discussed include: (1) natural discourse (speech acts, pragmatics, turn taking, moves, topic), (2) natural discourse and first and second language acquisition, (3) classroom discourse, and (4) practical applications (including exercises for developing skills for participating in debates and discussions). Excerpts from English, French, and German language conversations are cited throughout. The appendices present hesitation and expansion strategies in conversation and some conversational management strategies used by French and German native speakers. (JK)

A model for pedagogical discourse that provides evidence to explain the operation of both instructional and regulative discourse in the classroom is presented. The model is based on a theory that the activities and concerns of the wider contexts outside school are relocated for the purpose of school learning, and that the resulting instructional and regulative discourse both exist within pedagogical discourse. First, it is proposed that any teaching/learning episode is an instance of "curriculum genre," having a distinctive schematic structure. Second, using a systemic functional grammar it is argued that it is possible to demonstrate the operation of two different registers in such a genre, with one relating to generation and maintenance of learning activity and the other relating to lesson content. Third, it is suggested that the two registers do represent the two discourse types hypothesized, but with a slightly different relationship than that originally proposed in the theory. A 22-item bibliography is included. (MSE)

Research studies trying to understand, predict, and control dropout from distance education display various points of view and quite a few build on one another at a conceptual level, but their findings are rarely generalizable outside the situations in which the research is conducted. Although academics claim that new work on dropout should be based on theory appropriate to distance education, dropout is a single symptom with multiple causes, and a deductive analysis based on almost any reasonable model (let alone a fully-developed theory) is likely to explain only a small portion of dropout. An inductive approach (such as the use of grounded theory) might produce more practical information about dropouts even if it did not clarify theoretical issues in distance education. A review of the existing literature suggests that, besides the negative implications, dropout can be a healthy choice for a mobile or independent learner. Such a review raises a number of unanswered questions about dropouts in positive and negative circumstances and takes the researcher into the broader social context of education where theory from such disciplines as sociology, anthropology, political science, or economics (rather than psychology or curriculum design) might prove meaningful. By using these new frameworks to examine the nature of discourse of dropout in distance education, researchers may recognize ways to reconceptualize the problem and collect data that will speak less from the registrar's point of view and more about the experience of students. (41 references) (GL)

A study analyzed the choreography of turn-taking and cohesion in classroom computer-mediated communication (CMC) to assess its efficacy as a linguistic intervention. Of the kinds of discussions made possible by CMC, it is the pseudonymous, synchronous conversation that most attracts those who would aspire to the project of changing linguistic behavior in the classroom. Such a discussion (part of a literature course taught by an adjunct lecturer at a mid-Eastern state university) was chosen as it involved an entire class for a sustained period; it offered a balance of male and female participants from a range of ethnic and social backgrounds; it involved the professor as an anonymous participant; and it was one of many such conversations in the course. Results indicated that pseudonymous, synchronous classroom CMC displays evidence of distinct operations for speaker-selection and turn-taking; of distinct operations for nomination, selection, and pursuit of topics; and of cohesion developed through the use of specific linguistic ties. Furthermore, students carry the bulk of the workload in these discursive operations. A question, however, to be raised in any discussion of linguistic intervention concerns not merely the efficacy of the intervention itself, but the social changes it is thought to facilitate. This particular attempt at linguistic intervention, like most others, is occurring within a context of social change, and as such is neither prerequisite to nor sufficient for social change. (Contains 71 references, 15 notes, 2 tables, and 5 figures of data.) (RS)

Although both literary study and discourse analysis examine texts and oral discourses, literary study tends to emphasize the totality of the text while discourse analysis seeks to isolate manageable elements and structures to validate hypotheses about mental processes. Interaction has recently occurred between the two disciplines in "poetics,""structuralism," and the study of "story grammars." Discourse analysis can be useful in literary study, particularly in the analysis of literature's mostly unconscious "codes," the aspect of literature studied by the new "poetics." Discourse analysis delineates the structural elements and the relationships between them in various types of discourse. To judge the validity of a given discourse analysis theory, a discourse must be seen as a reaction to human experience, and analysis of discourse should be an attempt to explain the relationship between the discourse and the experience. The relationship is part of the continuum between actual world, experience, discourse, and analysis. As an application to the teaching of literature, a useful method might be one in which the teacher begins with showing the structure of "simple stories" and builds to more sophisticated texts, isolating elements to be taught. (DF)

Although both literary study and discourse analysis examine texts and oral discourses, literary study tends to emphasize the totality of the text while discourse analysis seeks to isolate manageable elements and structures to validate hypotheses about mental processes. Interaction has recently occurred between the two disciplines in "poetics,""structuralism," and the study of "story grammars." Discourse analysis can be useful in literary study, particularly in the analysis of literature's mostly unconscious "codes," the aspect of literature studied by the new "poetics." Discourse analysis delineates the structural elements and the relationships between them in various types of discourse. To judge the validity of a given discourse analysis theory, a discourse must be seen as a reaction to human experience, and analysis of discourse should be an attempt to explain the relationship between the discourse and the experience. The relationship is part of the continuum between actual world, experience, discourse, and analysis. As an application to the teaching of literature, a useful method might be one in which the teacher begins with showing the structure of "simple stories" and builds to more sophisticated texts, isolating elements to be taught. (DF)

https://www.benjaminlstewart.org/ 

https://www.benjaminlstewart.org/ 

A systematic review of existing urban climate resilience literature in the context of Ontario using thematic analysis.

A systematic review of existing urban climate resilience literature in the context of Ontario using thematic analysis.

112 pages : 28 cm

112 pages : 28 cm

The COVID-19 pandemic has affected all aspects of our everyday lives – from the political to the economic to the social. Using a multimodal discourse analysis approach, this dynamic collection examines various discourses, modes and media in circulation during the early stages of the pandemic, and how these have impacted our daily lives in terms of the various meanings they express. Examples include how national and international news organisations communicate important information about the virus and the crisis, the public’s reactions to such communications, the resultant (counter-)discourses as manifested in social media posts and memes, as well as the impact social distancing policies and mobility restrictions have had on people’s communication and interaction practices. The book offers a synoptic view of how the pandemic was communicated, represented and (re-)contextualised across different spheres, and ultimately hopes to help account for the significant changes we are continuing to witness in our everyday lives as the pandemic unfolds. This volume will appeal primarily to scholars in the field of (multimodal) discourse analysis. It will also be of interest to researchers and graduate students in other fields whose work focuses on the use of multimodal artefacts for communication and meaning making.

The chapter reviews the extent to which contemporary Greek scholarship in humanities and social sciences makes use of rhetorical categories as relevant descriptive and analytical tools. It proposes revisiting two classical rhetorical concepts, namely topoi and endoxa, in order to illustrate their descriptive and explanatory potential for the analysis of political discourse characterized by adversariness, polyphony, and the need to create communion. To illustrate this theoretical and methodological proposal, two fragments of parliamentary discourse are analysed by combining the insights of Pragma-Dialectics and the Argumentum Model of Topics. The fragments are from the speeches that the government and opposition leaders held during the parliamentary debate on the signing of the first memorandum of understanding between Greece and the ‘troika’ of the European Commission, the European Central Bank, and the International Monetary Fund in May 2010.

The current research paper aims to investigate and reveal the implicit ideologies that are used by Lynn Nottage in her play By the Way, Meet Vera Stark to represent her patriarchal society. The study exhibits critical discourse analysis (CDA) of the representation of women discrimination within Nottag’s play By the Way, Meet Vera Stark. The study delves into the complex construction of American societal stratification, centering on the discursive depiction in the context of women discrimination in the play. The study adopts Reisigl and Wodak’(2001,2009) framework to analyze the collected data qualitatively and quantitatively. The data of this study are four extracts from a different scene of the play to represent women discrimination. The analysis of the data reveals that Nottage criticizes American society for the interplaying between power dynamics, societal status, and the depiction of women exploitation, spotlighting on the multifaceted dimensions of discrimination exemplification within the play. By utilizing all of the discursive strategies, the study concludes that the predicational strategy gets a higher percentage of the total use of the discursive strategies, which indicates the writer’s frequent reliance on predicational strategies to project how characters’ attributes and qualities thereby affecting the depiction of discrimination in the context of the play.

The current research paper aims to investigate and reveal the implicit ideologies that are used by Lynn Nottage in her play By the Way, Meet Vera Stark to represent her patriarchal society. The study exhibits critical discourse analysis (CDA) of the representation of women discrimination within Nottag’s play By the Way, Meet Vera Stark. The study delves into the complex construction of American societal stratification, centering on the discursive depiction in the context of women discrimination in the play. The study adopts Reisigl and Wodak’(2001,2009) framework to analyze the collected data qualitatively and quantitatively. The data of this study are four extracts from a different scene of the play to represent women discrimination. The analysis of the data reveals that Nottage criticizes American society for the interplaying between power dynamics, societal status, and the depiction of women exploitation, spotlighting on the multifaceted dimensions of discrimination exemplification within the play. By utilizing all of the discursive strategies, the study concludes that the predicational strategy gets a higher percentage of the total use of the discursive strategies, which indicates the writer’s frequent reliance on predicational strategies to project how characters’ attributes and qualities thereby affecting the depiction of discrimination in the context of the play.

Introduction: Childhood is the root of many behavioral and emotional problems in adulthood. The purpose of this study is to acknowledge children’s capabilities in identifying and understanding the elements of Rational Emotive Behavior Therapy (REBT) in children's stories. Methodology: The discourse analysis and discursive psychology (DP) approach were used in this study. The sample was 12 children (in ages 7 to 12 years old) who were active members of 3 different branches of the Institute for the Intellectual Development of Children in Mashhad (2 boys and 2 girls from each branch). These children participated in 3 natural language discussion sessions. Each session lasted for 1 or 1.5 hours which resulted in a 9-hour conversation. Based on the discursive psychology, as body language and intonations transfer meaning, all sessions were recorded with a video camera and mobile phone for analysis. Since the discourse analysis explicitly grounded in semantics and linguistics, it offers a credible research methodology. Findings: The result of the discussion analysis shows that if children are familiar with reading and participate in various book activities, they could express their perception of REBT elements in stories through enriched vocabulary and linguistic units (nouns, adjectives, adverbs, verbs, discursive sentences, tone, facial and body movements, proverbs, etc.). It is expected that those who are working with children (i.e., librarians, psychologists, parents, etc.) can base their bibliotherapy programs on the findings of this research and help children prevent or reduce psychological problems and change their irrational beliefs to rational ones. Conclusion: The findings indicate that REBT theory could provide a suitable basis for bibliotherapy programs by which children have the opportunity to experience cognitive change through enjoyable approaches.

Introduction: Childhood is the root of many behavioral and emotional problems in adulthood. The purpose of this study is to acknowledge children’s capabilities in identifying and understanding the elements of Rational Emotive Behavior Therapy (REBT) in children's stories. Methodology: The discourse analysis and discursive psychology (DP) approach were used in this study. The sample was 12 children (in ages 7 to 12 years old) who were active members of 3 different branches of the Institute for the Intellectual Development of Children in Mashhad (2 boys and 2 girls from each branch). These children participated in 3 natural language discussion sessions. Each session lasted for 1 or 1.5 hours which resulted in a 9-hour conversation. Based on the discursive psychology, as body language and intonations transfer meaning, all sessions were recorded with a video camera and mobile phone for analysis. Since the discourse analysis explicitly grounded in semantics and linguistics, it offers a credible research methodology. Findings: The result of the discussion analysis shows that if children are familiar with reading and participate in various book activities, they could express their perception of REBT elements in stories through enriched vocabulary and linguistic units (nouns, adjectives, adverbs, verbs, discursive sentences, tone, facial and body movements, proverbs, etc.). It is expected that those who are working with children (i.e., librarians, psychologists, parents, etc.) can base their bibliotherapy programs on the findings of this research and help children prevent or reduce psychological problems and change their irrational beliefs to rational ones. Conclusion: The findings indicate that REBT theory could provide a suitable basis for bibliotherapy programs by which children have the opportunity to experience cognitive change through enjoyable approaches.

This study aimed to investigate the social context of online ELT platforms on social media. For this purpose, data were collected from the four most popular English Language and Teaching YouTube channels with the mutual theme of communication/speaking skills. One hundred comments from each ELT YouTube channel were extracted for the investigation of the social context of education on social media. Both qualitative and quantitative approaches were used to manipulate the phenomenon.  Norman Fairclough's 3D model of discourse followed as a theoretical framework. AntConc was also used to explore word lists and language descriptions. Google and Excel sheets were used for the graphical representation of the data through charts and graphs. This study focused on the use of language in comments by using critical discourse analysis (CDA) to better understand how people construct and negotiate meaning in this setting. This study found that the aspect of language acquisition in comment sections enables users to communicate effectively and share cultures. The current study concluded that language varies according to the context in which it is used.  Furthermore, the conclusion of this study provided valuable insights and revealed that the online commenters used formal and straightforward sentence structure to convey their opinions in the comment section. The development of language learning that allowed users and commentators to express themselves, participate in the discourse, and acquire an aesthetic sense of self-assurance in their command of the English language was greatly aided by these formal language choices. This study welcomed recommendations for future studies.

Feedback has typically been studied as a means of improving academic performance. Few studies inquire into the processes by which feedback shapes student identity. The authors carry out a discourse analysis of written comments to explore how feedback is discursively constructed by both teachers and students. Analysis of written feedback, think-aloud protocols, and semi-structured interviews work to arrive at an understanding of how feedback is interpreted by both teachers and students, paying special attention to how such interpretations contribute to a student's identity. The following themes emerged as likely interpretations: feedback as a discourse of correction, feedback as a set of ontological metaphors, and feedback as a process of rhetorical listening. The discourse analysis reveals that while teachers tend to interpret feedback as a means of correcting a student's text, students' interpretations of feedback contribute to the construction of their selves. Reflecting on these results, the authors suggest teachers construct feedback as a personal conversation that remains sensitive to the immediate personal effects on students.

In this article, we introduce the special issue focused on diverse perspectives to discourse analysis for education policy. This article lays the foundation for the special issue by introducing the notion of a third generation of policy research--a strand of policy research we argue is produced at the intersection of education policy and discourse analysis. We also very briefly discuss discourse analysis writ large, noting that there is no single definition or orientation. Then, we present the six articles included in the special issue, highlighting the ways in which they offer contemporary understandings of the varying applications of discourse analytic perspectives to the study of education policy. We conclude by discussing key policy and methodological implications, as well as future directions for policy scholars working at the intersection of education policy and discourse analysis.

Teaching the Nature of Science (NOS) in elementary schools and in higher education institutions has become the focus of the science education research community because there is a need to redefine teaching methods and practices. Studies have shown that elementary teachers' views and attitudes towards teaching the NOS are not always compatible with the current acceptable theoretical framework identified by the research community. Researchers and scholars have proposed a variety of approaches in pre-service and in-service teacher training so that teachers change their beliefs, views and attitudes towards teaching the NOS. Amongst these there are two major trends, the implicit and explicit training approaches. Literature review has shown that the later is relatively more effective. Our proposal concerns the use of an explicit strategy to enable teachers analyse their own discourses in cooperation with researchers and reflect on their own views on aspects concerning teaching the NOS. The proposal is based on the assumption that the critical reflection on the ways people construct meanings may enable the exploration of alternative ways to communicate actions during science lessons. An empirical example of this discourse analysis oriented in explicit approach is presented and a proposal of possible series of discourse analysis oriented in actions for promoting more effective NOS teaching is discussed.

This study investigated young children's development of understanding of two written genre registers, story and information books, by analyzing 5-year-olds' repeated pretend readings of a typical text of each genre. Ten female and 10 male kindergarten students were read 3 books in each genre during their kindergarten year. At each child's reading session, both a storybook and an information book were read and the child was invited to "pretend read" each book after it was read. All sessions were audiotaped. Results indicate the children were successful in re-enacting both genres and were very sensitive to the co-referentiality versus co-classification features of the two books. The ability to sustain the distinctive textual feature of the respective genre in their readings appears to be the same for each child. Book preference appeared to be unrelated, because most children preferred the information book. It is suggested that the preference for stories comes from pedagogy in early literacy, where story reading is emphasized, based on an unexamined ideology about young children's capacities in learning to use non-story language. Such pedagogy is seen as a possible barrier to children's full access to literacy. Transcripts of the children's "readings" are appended. (MSE)

This collection of articles includes: "Introduction: Discourse Analysis Today" (Dagmar Schue and M.D. Lopez-Maestre); "The Metaphorical and Metonymic Understanding of the Trinitarian Dogma" (Antonio Barcelona); "Symmetry as Conceptual Metaphor in Walker's The Color Purple" (Elena Tapia); "And She's Like it's Terrible, Like: Spoken Discourse, Grammar and Corpus Analysis" (Svenja Adolphs and Ronald Carter); "The Meaning of Genetics" (Svenja Adolphs, Graig Hamilton, and Brigitte Nerlich); "Repeat after Me: The Value of Replication" (Ronald Macaulay); "Sociolinguistics, Cognitivism and Discursive Psychology" (Jonathan Potter and Derek Edwards); "The Role of Cohesive Devices as Textual Constraints on Relevance: A Discourse-as-Process" (Ana Isabel Moreno); "Synonyms in Action: A Case Study" (Rebecca Clift); "A Century of News Discourse" (Allan Bell); and "Students' Discourse on Immigration Attitudes and Ideological Values: A Critical View" (Maria D. Lopez-Maestre and Dagmar Scheu-Lottgen). (Papers contain references.) (SM)

A study compared functional similarities and differences in the passive in English and Korean, examining several pragmatics theories (given/new information, theme-rheme structure, foregrounding/backgrounding, defocusing, role prominence, emotional function) for their explanations of the functions of the passives. It is concluded that there is a relative similarity in discourse functions of the passive in English and Korean, since the passive can be accounted for best in the two languages by the theory of role prominence. Great difference was found in the emotional function of the passive in the sense that emotional function is much more pervasive in Korean than in English. Implications for learning the passive in English are considered briefly. Contains 18 references. (MSE)

Just as research in language learning is moving beyond the four walls of the classroom, there is a growing awareness that language use (and simultaneous learning) takes place in increasingly complex and interconnected ways, in particular through the use of technology. This chapter summarizes an investigation into multimodal communicative competences in an online telecollaborative environment in which student-teachers (pupils studying to become foreign language teachers) interacted through diverse social media. Additional sources for more reading are provided. [A Catalan version of this chapter is also included in the book. For the complete volume, "Qualitative Approaches to Research on Plurilingual Education," see ED573580.]

This study attempted to clarify the concept "program" by systematically examining the use of the term "program." The term was examined as it is used in ordinary language and in adult education literature. After analysis of the term within these two contexts, a typology was developed from the uses identified. The typology was then utilized as an aid in determining those variables affecting the validity of propositions containing the term "program" or concepts referred to in the use of the term. The results indicated that there were five senses of "program," that is, system, plan, document, performance, and planning. The implications that these results have for the adult educator are noted. They are: (1) the term "program" should be explicitly defined if it is to be used as a symbol to communicate a concept within a useful principle; (2) the use of the term "program" should not be abandoned; (3) Hosper's idea of defining and accompanying characteristics can be used as a basis for clarifying other adult education central terms and concepts; and (4) if there is a cause-effect relationship between various senses of "program" then further study is needed of the various things that can go wrong and which mitigate the cause-effect relationship. (Author/JS)