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ERIC Number: EJ1260825
Record Type: Journal
Publication Date: 2020
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1946-3014
EISSN: N/A
Investigating Ideology through Framing: A Critical Discourse Analysis of a Critical Literacy Lesson
Weninger, Csilla
Classroom Discourse, v11 n2 p107-128 2020
This paper examines classroom discourse from English lessons that implemented a critical literacy unit focused on a contextualised social issue. Utilising the theoretical notion of frame, the analysis of classroom excerpts highlights how ideologies about English teaching and learning at times enter the discourse of the classes, not only overtly through the teacher's talk but also through the more subtle, interactional orchestration of activities. These ideologies, it is argued, pedagogically position the lessons with reference to a procedural, exam-oriented frame, undermining the potential of the content of the talk and the critical literacy unit. Two key implications are drawn from the analysis. First, that in settings with deeply entrenched pedagogic traditions of standards, exam-focused literacy and the attendant instrumentalist view of language education, critical literacy educators may find it helpful to make these ideologies themselves the target of a critical literacy curriculum. Second, it is argued that the notion of "frame" can be usefully drawn upon in critical analyses of classroom discourse to make visible and understand how ideology as an interpretive framework shapes classroom talk and the learning made possible by that talk.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore
Grant or Contract Numbers: N/A