The Representation of the ‘Ideal Life’ in an English Language Textbook: A Critical Discourse Analysis
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
English as a foreign language (EFL) is taught as a compulsory school subject in South Korea, from the third year of until the last year of formal schooling; then again, at university, students take further compulsory English classes. There has been some evidence that these classes are not producing students who can speak English (DeMarco, 2011). In this paper I use critical discourse analysis as practiced by Bloor and Bloor (2007), Fairclough (1992),and Kress and van Leeuwen (2006) to provide systematic techniques for describing and later, interpreting the images, topics and discourses within one global commercial, textbook, Top Notch 2. My preliminary findings suggest that this book shows the ‘ideal life’ to be a life of travel, fine dining, and visiting museums: a life which characterizes people as white middle-class,slim, attractive, young, well-dressed, healthy, wealthy and happy. What is more, the ideal life is a lifestyle that caters to western cultures and values at the expense of Korean values and agency. English language teaching (ELT)literature has established that when students encounter hegemonic discourses resistance to learning can occur (Canagarajah, 1999).
Abstract
English as a foreign language (EFL) is taught as a compulsory school subject in South Korea, from the third year of until the last year of formal schooling; then again, at university, students take further compulsory English classes. There has been some evidence that these classes are not producing students who can speak English (DeMarco, 2011). In this paper I use critical discourse analysis as practiced by Bloor and Bloor (2007), Fairclough (1992),and Kress and van Leeuwen (2006) to provide systematic techniques for describing and later, interpreting the images, topics and discourses within one global commercial, textbook, Top Notch 2. My preliminary findings suggest that this book shows the ‘ideal life’ to be a life of travel, fine dining, and visiting museums: a life which characterizes people as white middle-class,slim, attractive, young, well-dressed, healthy, wealthy and happy. What is more, the ideal life is a lifestyle that caters to western cultures and values at the expense of Korean values and agency. English language teaching (ELT)literature has established that when students encounter hegemonic discourses resistance to learning can occur (Canagarajah, 1999).
참고문헌 (40)
- Althusser, L., "Essays on ideology" (1984), Verso
- Baudrillard, J., "For a critique of the political economy of the sign" (1981), Telos Press
- Bloor, M., "The practice of critical discourse analysis: An introduction" (2007), Hodder Education
- Canagarajah, A. S., "Resisting linguistic imperialism in English teaching" (1999), Oxford University Press
- Cortez, N. A., "Am in I in the book? Imagined communities and language ideologies of English in a global textbook", pp.2010
- DeMarco, P., "Koreans struggle to solve English quagmire", Yonhap, ~ (2011)
- Eun, S. H., "Contextual autonomy in EFL classrooms: A critical review of English teaching methods in South Korea", pp.2001
- Fairclough, N., "Critical language awareness" (1992), Longman
- Fairclough, N., "Critical discourse analysis: Papers in the critical study of language" (1995), Longman
- Fairclough, N., "Language and power" (2001), Longman
- Andrew Finch, "A Project-based Freshman English Program: Methods and Implications", Foreign Languages Education, 14(3), pp.21~47 (2007), 한국외국어교육학회
- Finch, A., "An attitudinal profile of EFL learners in Korea", Electronic Journal of Foreign Language Teaching, 5(2), pp.206~219 (2008)
- Fullan, M., "The new meaning of educational change" (2007), Teachers College Press
- Gee, P., "How to do discourse analysis: A toolkit" (2011), Routledge
- Gray, J., "The construction of English: Culture, consumerism and promotion in the ELT global coursebook" (2010), Palgrave Macmillan
- Janks, H. & Ivanič, R., "CLA and emancipatory discourse, In Critical language awareness", pp.305~331 (1992), Longman. Luke, A
- Jo, J., "Korean cinema unleashed" (2006), Korea Foundation
- Kim, Y. Y., "Communication and cross-cultural adaptation, an integrative theory" (1988), Multilingual Matters
- Kirkpatrick, A., "Personal communication" (2012)
- Kress, G., "Reading images: The grammar of visual design" (2006), Routledge
- Kumaravadivelu, B., "Critical classroom discourse analysis", TESOL Quarterly, 33(3), pp.453~484 (1999)
- Kevin L.Landry, "Process Syllabus Development: A Study with University Freshmen", Korea TESOL Journal, 7(1), pp.75~92 (2004), 대한영어교육학회
- Lee, D. B., "The ideological construction of culture in Korean language textbooks: A historical discourse analysis", pp.2000
- Lee, Y. S., "The visualization of Pro-American discourse in South Korean elementary school textbooks from 1951 to 1955", 석사, pp.2010
- Liu, D., "South Korean high school English teachers’ code switching : Questions and challenges in the drive for maximal use of English in teaching", TESOL Quarterly, 38(4), pp.605~638 (2004)
- Luke, A., "Literacy, textbooks and ideology" (1988), The Falmer Press
- Luke, A., "Text and discourse in education : An introduction to critical discourse analysis", Review of Research in Education, 21, pp.3~38 (1995)
- Pennycook, A., "The cultural politics of English as an international language" (1994), Longman
- Said, E. W., "Orientalism" (1995), Penguin Books
- Saslow, J., "Top Notch 2. White Plains" (2006), Longman
- Shim, R. J., "English education in South Korea, In English language teaching in East Asia today: Changing policies and practices" (2004), Times Media
- Shin, H., "English language teaching in Korea: Toward globalization of glocalization?, In International handbook of English language teaching. Part 1", pp.75~86 (2007), Springer
- Ki-wanSung, "Critical Theory and Pedagogy: Remapping English Teaching in Korea", 영어교육, 57(2), pp.65~89 (2002), 한국영어교육학회
- Terrell, T. D., "Dos mundos : Communicación y comunidad" (2010), McGraw Hill
- Thompson, J., "Ideology and modern culture: Critical social theory in the era of mass communication" (1990), Wiley
- Tollefson, J. W., "Language policies in education: Critical issues" (2002), Lawrence Erlbaum Associated
- van Dijk, T. A., "Ideology: A multidisciplinary study" (1998), Sage
- van Dijk, T. A., "Principles of critical discourse analysis", Discourse and Society, 4(2), pp.249~283 (1993)
- Wodak, R., "Methods of critical discourse analysis" (2009), Sage
- Yun, D. H., "A case study: Snapshots of the politics of English textbooks on language, literacy, and culture for Korean students", pp.2008