Topic
Discourse analysis
About: Discourse analysis is a research topic. Over the lifetime, 16055 publications have been published within this topic receiving 515384 citations. The topic is also known as: DA & discourse studies.
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TL;DR: In this article, the register variable field is applied to the discourse of History and Biology in secondary school classrooms from the perspective of systemic functional linguistics, and the concept of power words, power grammar and power composition is developed from this work as tools for teachers to use for knowledge building.
105 citations
TL;DR: The authors examine the current government's education policy discourse and reveal the government's attempts to rearticulate education around the logics of market, responsibilisation and self-esteem, which act to shift responsibility for social problems from the state to the individual.
Abstract: The swift nature of school reform enacted by the new Conservative-led coalition government has sparked debate over the future of state education in Britain. While the government rhetoric suggests a decisive break with past policies, there is evidence to suggest that these reforms constitute the next stage of a long revolution in education reform, centred around neoliberal market discourse. In the following paper, I examine the current government’s education policy discourse and, by employing techniques of post-structuralist discourse analysis, reveal the government’s attempts to rearticulate education around the logics of market, responsibilisation and self-esteem, which act to shift responsibility for social problems from the state to the individual. Furthermore, I shall argue that such rearticulation has been coupled with an ideological fantasy of ‘empowerment’, which conceals the subordination of actors to these neoliberal logics by constituting the parent and, more recently, the teacher as powerful ac...
105 citations
24 Feb 2011
TL;DR: The corpus-based approach to linguistics and language education has gained prominence over the past four decades, particularly since the mid-1980s because corpus analysis can be illuminating “in virtually all branches of linguistics or language learning”.
Abstract: The corpus-based approach to linguistics and language education has gained prominence over the
past four decades, particularly since the mid-1980s. This is because corpus analysis can be illuminating “in virtually all branches of linguistics or language learning” (Leech, 1997, p. 9; cf. also Biber,
Conrad & Reppen, 1998, p. 11). One of the strengths of corpus data lies in its empirical nature,
which pools together the intuitions of a great number of speakers and makes linguistic analysis more
objective (McEnery & Wilson, 2001, p. 103). Unsurprisingly, corpora have been used extensively
in nearly all branches of linguistics including, for example, lexicographic and lexical studies, grammatical studies, language variation studies, contrastive and translation studies, diachronic studies,
semantics, pragmatics, stylistics, sociolinguistics, discourse analysis, forensic linguistics and language
pedagogy. Corpora have passed into general usage in linguistics in spite of the fact that they still occasionally attract hostile criticism (e.g. Widdowson, 1990, 2000).1
105 citations
TL;DR: In this paper, an anthropological perspective informed by sociolinguistic discourse analysis was used to examine how teachers, students, and scientists constructed ways of investigating and knowing in science.
Abstract: In this study, an anthropological perspective informed by sociolinguistic discourse analysis was used to examine how teachers, students, and scientists constructed ways of investigating and knowing in science. Events in a combined fourth- and fifth-grade elementary class were studied to document how the participating teacher provided opportunities for students to diverge from the intended curriculum to pursue their questions concerning the behavior of sea animals in a marine science observation tank. Analysis of the classroom discourse identified ways that particular teaching strategies provided opportunities for student engagement in scientific practices. Implications of this study for the teaching of science in elementary classrooms include the value of student-initiated science explorations under the conditions of uncertainty and for topics in which the teacher lacked relevant disciplinary knowledge. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 237–258, 2000.
105 citations