Imagined communities: Reflections on the origin and spread of nationalism

Since the late 1980s, Critical Discourse Analysis (CDA) has become a well-established field in the social sciences. However, in contrast with some branches of linguistics, CDA is not a discrete academic discipline in the traditional sense, with a fixed set of research methods. The manifold roots of CDA lie in a myriad of disciplines including rhetoric, anthropology, philosophy and cognitive science, to name a few. This four-volume set brings together seminal articles on the subject from varied sources, creating an invaluable roadmap for scholars seeking to consolidate their knowledge of CDA, and of its continued development. Sculpted and edited by a leading voice in the field, this work covers the interdisciplinary roots, the most important approaches and methodologies of CDA, as well as applications in other disciplines in an updated and comprehensive way. Structured thematically, the four volumes cover a wide range of aspects and considerations: Volume One: Histories, Concepts and Interdisciplinarity Volume Two: Theoretical Approaches and Methodologies Volume Three: 'Doing CDA' - Case Studies Volume Four: Applications and Perspectives - New Trends in CDA

https://ndl.ethernet.edu.et/bitstream/123456789/18225/1/94pdf.pdf

Critical Discourse Analysis

THE NEW LONDON GROUP 1 In this article, the New London Group presents a theoretical overoiew of the connec­ tions between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies. " The authors argue that the multiplicity of communications channels and increasing cultural and lin­ guistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how ne­ gotiating the multiple lingustic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment. If it were possible to define generally the mission of education, one could say that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life. Literacy pedagogy is expected to play a particularly important role in ful­ filling this mission. Pedagogy is a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation. Literacy pedagogy has traditionally meant teaching and learning

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A pedagogy of Multiliteracies Designing Social Futures

This paper discusses some principles of critical discourse analy- sis, such as the explicit sociopolitical stance of discourse analysts, and a focus on dominance relations by elite groups and institutions as they are being enacted, legitimated or otherwise reproduced by text and talk. One of the crucial elements of this analysis of the relations between power and discourse is the patterns of access to (public) discourse for different social groups. Theoretically it is shown that in order to be able to relate power and discourse in an explicit way, we need the cognitive interface of models. knowledge, attitudes and ideologies and other social represen- tations of the social mind, which also relate the individual and the social, and the micro- and the macro-levels of social structure. Finally, the argu- ment is illustrated with an analysis of parliamentary debates about ethnic affairs.

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Principles of Critical Discourse Analysis

Discourse Analysis as Theory and Method is a systematic introduction to discourse analysis as a body of theories and methods for social research. It brings together three central approaches, Laclau and Mouffe's discourse theory, critical discourse analysis and discursive psychology, in order to establish a dialogue between different forms of discourse analysis often kept apart by disciplinary boundaries. The book introduces the three approaches in a clear and easily comprehensible manner, explaining the distinctive philosophical premises and theoretical perspectives of each approach as well as the methodological guidelines and tools they provide for empirical discourse analysis. The authors also demonstrate the possibilities for combining different discourse analytical and non-discourse analytical approaches in empirical study. Finally, they contextualize discourse analysis within the social constructionist debate about critical social research, rejecting the view that a critical stance is incompatible with social constructionist premises and arguing that critique must be an inherent part of social research.

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Discourse Analysis as Theory and Method

Language in the News: Discourse and Ideology in the Press

Language and control

Linguistics and the novel

A twenty-first century version of Roger Fowler's 1973 Dictionary of Modern Critical Terms, this latest edition of The Routledge Dictionary of Literary Terms is the most up-to-date guide to critical and theoretical concepts available to students of literature at all levels. With over forty newly commissioned entries, this essential reference book includes: * an exhaustive range of entries, covering such topics as genre, form, cultural theory and literary technique * new definitions of contemporary critical issues such as Cybercriticism and Globalization * complete coverage of traditional and radical approaches to the study and production of literature * thorough accounts of critical terminology and analyses of key academic debates * full cross-referencing throughout and suggestions for further reading. Covering both long-established terminology as well as the specialist vocabulary of modern theoretical schools, The Routledge Dictionary of Literary Terms is an indispensable guide to the principal terms and concepts encountered in debates over literary studies in the twenty-first century.

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The Routledge Dictionary of Literary Terms

Mick Short. Exploring the Language of Poems, Plays and Prose. London: Longman, 1996. xvi + 399 pp. Stylistics has been a productive interdiscipline between linguistics and literary studies for around thirty years now. Controversial at first, attacked by the entrenched litcrit establishment, it became more theoretically sophisticated and diverse as it engaged with changes in the dominant models of linguistic theory: a brief liaison with transformational-generative grammar, a longer relationship with the functional grammar of M. A. K. Halliday and his associates, and a very fertile and developmental relationship with the increasingly powerful and insightful discipline of linguistic pragmatics. And as stylistics has responded to changes in linguistic theory, it has also been alert to the teachings of other intellectual movements: Russian Formalism, French Structuralism, Poststructuralism, etc. Original theorists such as Barthes, Bakhtin, Genette, and Foucault have become standard references in contemporary stylistics. An increasing range of topics and a growth of theoretical sophistication has been one aspect of the maturing of stylistics; another, the basic task of consolidating the practice of textual analysis. The original claim for of linguistic stylistics was that it provided a highly illuminating way of doing textual analysis. The original objections to this claim were (a) that a focus on linguistic mechanism paid no attention to literary considerations; and (b) that stylistics involved the use of technical jargon, which was supposedly disagreeable to students. Stylistics has effectively disposed of these criticisms. Most practitioners are happy for their investigations of texts to be framed by traditional literary categories such as point of view, metrical structure, and metaphor; and where the range of literary concepts has been extended by ideas from linguistics and related fields, e.g. foregrounding or the application of pragmatic analysis to dialogue, these extensions are now well established. As far as 'jargon' is concerned, it has long been realized that a little linguistic method goes a long way. Students do not need to learn an extensive technical terminology in order to say something meaningful about a poem or a prose extract. Certain very powerful linguistic-pragmatic concepts, once learned, provide critics and students with an analytic tool which gives rewarding results with simple application: I am thinking of concepts such as transitivity, modality, deixis, implicature, and register. And it is satisfying to record that such methodologies have now been comfortably absorbed into stylistic education for generations of students of literature. The book under review is an excellent instance of successful assimilation of linguistic method into literary studies via the stylistics interface. Its author, Mick Short, is an experienced teacher and writer in the pedagogics of stylistics; he and his colleague Geoffrey Leech at the University of Lancaster have produced a number of highly useful, very practical, books in literary stylistics, notably Leech's A Linguistic Guide to English Poetry (1969) and the coauthored Style in Fiction (1981). All three books are addressed to student readers; all are theoretically and methodologically eclectic (though there is a constant interest in foregrounding); all are rich in textual analysis and exemplification. The three books contribute strongly to the basic original aim of stylistics, to deploy linguistics in textual analysis, and they do so not as mechanical exercises, but always with a keen sense of literary relevance. Exploring the Language of Poems, Plays and Prose is an introduction, for newcomers to stylistics, to how "the language of literary texts acts as the basis for our understanding and responses when we read" (xi). It provides analytic tools which will allow the literature student to come to an understanding of literary processes in the activity of describing and discussing texts: describing texts is an exploration, not only of objective structures of language, but at the same time of our experiences in reading them. …

Roger Fowler

Papers

Language in the News: Discourse and Ideology in the Press

Language and control

Linguistics and the novel

The Routledge Dictionary of Literary Terms

Exploring the Language of Poems, Plays and Prose