Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye

Textbooks are the principal tool to provide input when teaching and learning English as a foreign language (EFL). Therefore, the perpetuation of a colonial viewpoint through the used language in EFL textbooks is the problem addressed in this study. The main objective is to analyse through a Critical...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autor principal: Caichiolo, María de la Paz
Otros Autores: Legrand, José
Formato: Tesis de grado acceptedVersion
Lenguaje:Inglés
Publicado: 2022
Materias:
Inglés
ESL textbooks
Critical discourse analysis
Postcolonial perspective
Acceso en línea:http://hdl.handle.net/20.500.12272/7021
Aporte de:
RIA - Repositorio Institucional Abierto (UTN) de Universidad Tecnológica Nacional
id I68-R174-20.500.12272-7021
record_format dspace
institution Universidad Tecnológica Nacional
institution_str I-68
repository_str R-174
collection RIA - Repositorio Institucional Abierto (UTN)
language Inglés
topic Inglés
ESL textbooks
Critical discourse analysis
Postcolonial perspective
spellingShingle Inglés
ESL textbooks
Critical discourse analysis
Postcolonial perspective
Caichiolo, María de la Paz
Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye
topic_facet Inglés
ESL textbooks
Critical discourse analysis
Postcolonial perspective
description Textbooks are the principal tool to provide input when teaching and learning English as a foreign language (EFL). Therefore, the perpetuation of a colonial viewpoint through the used language in EFL textbooks is the problem addressed in this study. The main objective is to analyse through a Critical Discourse Analysis (CDA) the EFL textbooks: “Champions'', by Oxford University Press (starter); “English Zone”, by Oxford University Press (level 2); and “What’s Up”, by Pearson 2nd edition (starter), from a postcolonial perspective. The hypothesis of this research is that the linguistic components used in those texts implemented in public secondary schools in Laboulaye promote a colonialist point of view. The theoretical framework provides some key concepts which structure the analysis of the texts and exhibit the relationship beween language and the perpetuation of colonial power. The research is based on a mixed approach and it belongs to the Explanatory Sequential Design. A total number of 37 reading passages were analyzed twice. It was revealed that even though there is no sufficient linguistic evidence to prove that a colonialist perspective is used, two textbooks present elements that refer only to British culture. In order to counteract the one-way approach to foreign cultures, this research suggests supplementing these textbooks with reading passages that offer cultural diversity.
author2 Legrand, José
author_facet Legrand, José
Caichiolo, María de la Paz
format Tesis de grado
acceptedVersion
author Caichiolo, María de la Paz
author_sort Caichiolo, María de la Paz
title Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye
title_short Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye
title_full Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye
title_fullStr Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye
title_full_unstemmed Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye
title_sort raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in efl textbooks used in public secondary schools in laboulaye
publishDate 2022
url http://hdl.handle.net/20.500.12272/7021
work_keys_str_mv AT caichiolomariadelapaz raisingawarenesstochallengetheempireacriticaldiscourseanalysisofpostcolonialfeaturesinefltextbooksusedinpublicsecondaryschoolsinlaboulaye
bdutipo_str Repositorios
_version_ 1764820553486565377

Ejemplares similares