In conjunction to the review of CDA in the previous section, the thrust of this section is to provide an overview on research that applies CDA in classroom discourse. As looking at the findings of previous studies on classroom discourse using CDA approach can shed light and lay the foundation for the contribution and development of this study, the researcher attempts to reach as much research as possible, using key words such as Critical Discourse Analysis, classroom discourse.
In the recent years, there is an increase in the amount of research taking CDA for analysing classroom discourse. The proliferation of such research marks the shift from analysis classroom interaction to critical classroom discourse with a great emphasis on seeing classroom …show more content…
However due to the emancipation of research purposes and subjects (i.e. student’s gender; student levels), there is a great variety of research taking CDA for analysis the data for the classroom discourse. The diversity of CDA-oriented research in classroom ranges from the manifold of specific subject taught, including relations between language and mathematics (Reynolds and Steve, 2006), English academic writing (Issa Mohamed and Banda, 2008), critical literacy (Van Sluys et al., 2006); to classroom’s textbook (Sharma and Buxton, 2015) and syllabus (Liao, 2015); to gender inequality of male and female students (Sadeghi et al., 2012) and teacher student relationship (Park, 2008). To better obtain the overview of how previous studies using CDA for analysis procedure, the next sections summarise several interesting studies, which had been carried out toward investigating social inequality and power relations in classroom context. From there, the research concludes remarkable points and attempts to propose suggestion for CDA approach in this …show more content…
The context of the research is significant as disable students are those who are taken as central issues of the investigation. The perpetuation of teachers’ labelling disable-students with autisms, communication impairment, learning and attention disabilities while none of them are reported diagnosed with these symptoms are the locus of the research. Also, the matter of teachers seeing students’ disabilities with ‘challenging behaviours’ are also questioned in terms of how power relations being exercised in the classroom discourse to convey such consideration. The methodology used including interviewing 11 teachers and using DRA to analyses the text. Following four steps set out in Fairclough’s DRA approach, the study (1) locates and focus on the ‘social wrong’, (2) identify obstacles to addressing the social wrong; (3) consider whether the social order ‘needs’ the social wrong; (4) identify possible ways past the obstacles. Specifically, in step (1) where social wrong is located, the researchers bearing in mind two questions when looking for indicators from the interview transcript texts: How are students who are considered disruptive described? And how do teacher/staff perceptions influence the discourse of
In the recent years, there is an increase in the amount of research taking CDA for analysing classroom discourse. The proliferation of such research marks the shift from analysis classroom interaction to critical classroom discourse with a great emphasis on seeing classroom …show more content…
However due to the emancipation of research purposes and subjects (i.e. student’s gender; student levels), there is a great variety of research taking CDA for analysis the data for the classroom discourse. The diversity of CDA-oriented research in classroom ranges from the manifold of specific subject taught, including relations between language and mathematics (Reynolds and Steve, 2006), English academic writing (Issa Mohamed and Banda, 2008), critical literacy (Van Sluys et al., 2006); to classroom’s textbook (Sharma and Buxton, 2015) and syllabus (Liao, 2015); to gender inequality of male and female students (Sadeghi et al., 2012) and teacher student relationship (Park, 2008). To better obtain the overview of how previous studies using CDA for analysis procedure, the next sections summarise several interesting studies, which had been carried out toward investigating social inequality and power relations in classroom context. From there, the research concludes remarkable points and attempts to propose suggestion for CDA approach in this …show more content…
The context of the research is significant as disable students are those who are taken as central issues of the investigation. The perpetuation of teachers’ labelling disable-students with autisms, communication impairment, learning and attention disabilities while none of them are reported diagnosed with these symptoms are the locus of the research. Also, the matter of teachers seeing students’ disabilities with ‘challenging behaviours’ are also questioned in terms of how power relations being exercised in the classroom discourse to convey such consideration. The methodology used including interviewing 11 teachers and using DRA to analyses the text. Following four steps set out in Fairclough’s DRA approach, the study (1) locates and focus on the ‘social wrong’, (2) identify obstacles to addressing the social wrong; (3) consider whether the social order ‘needs’ the social wrong; (4) identify possible ways past the obstacles. Specifically, in step (1) where social wrong is located, the researchers bearing in mind two questions when looking for indicators from the interview transcript texts: How are students who are considered disruptive described? And how do teacher/staff perceptions influence the discourse of