Dr. Doris Correa Universidad de Antioquia Escuela de Idiomas Summer 2011 1.

Dr. Doris Correa Universidad de Antioquia Escuela de Idiomas Summer 2011 1

1. Comments on memos (20mins) 2. Dissertation handout and presentation (15mins) 3. Review of CDA: Aims, characteristics, (Doris-30 mins) 4. Review of approaches to CDA (Pop Quiz-30mins) 5. Focusing on Halliday (Y & F, 2006): presentation of main concepts at the three levels (Doris -30mins) 2

6. The Bush exercise: analysis of the three levels (In groups-20mins) 7. Present findings to the whole class (60mins) 8. Discussion of chapter 7: Conducting CDA of conversations and interviews. General comments (15mins) 9. Exercise: what are they interested in? what language features do they propose to look at? (20mins) 10. Present findings to the whole class (60mins) 3

11. Begin thinking about your CDA: what would you be interested in analyzing? Looking at what language features? (30mins) 12. Readings and assignments for next class (15 mins) 4

1. how the research interests and approaches of the authors read in this session used by them differ or are similar to those you use or plan to use on your thesis research. 2.Analyze how you could use one of these analytic approaches to analyze part of your data and 3. what kind of questions this kind of analysis would help you answer 5

CDA analyses real and often extended instances of social interaction which take a particular linguistic form Sees itself not as dispassionate and objective social science but as engaged and committed It is a form of intervention in social practice and social relationships It intervenes in the side of dominated and oppressed groups and against dominating groups It openly declares the emancipatory interests that motivate it CDA sees discourse as a form of social practice. It is constitutive and socially shaped. It helps to sustain and reproduce the status quo and contributes to transforming it. It can help produce and reproduce unequal power relations between social classes, women and men, majorities and minorities It is first a feature of contemporary social life and then an area of academic work Regards language as social practice Takes consideration of the context of language use to be crucial 6

Takes a particular interest in the relation between language and power Especially considers institutional, political, gender and media discourses which testify to more or less overt relations of struggle and conflict It is concerned with analyzing opaque as well as transparent structural relationships of dominance, discrimination, power and control as manifested in language Should be concerned with discourse as the instrument of power and control as well as discourse as an instrument of the social construction of reality Emphasizes the need for interdisciplinary work in order to gain a proper understanding of how language functions Takes an interest in the ways in which linguistic forms are used in various expressions and manipulations of power CDA is used to denote the theory formerly identified as CL 7

Refers to such extralinguistic factors as culture, society and ideology Not a method but an approach that constitutes itself at different levels (Meyer, 2001) It is based on theories ranging from microsociological perspectives (Scollon) to theories on society and power (Foucault), theories of social cognition (Van Dijk) and grammar Sees itself in the tradition of grounded theory (Glaser and Strauss, 1967) where data collection is not a phase that must be finished before data analysis starts but is ongoing Places its methodology in the hermeneutic more than in the analytical deductive tradition Takes the part of the underprivileged and tries to show up the linguistic means used by the privileged to stabilize or even intensify inequities in society Is both a theory and a method (Rogers, 2004) 8

Explicitly addresses social problems and seeks to solve social problems through the analysis and accompanying social and political action Insists on analysis of context to understand language in use Pays attention to the ways in which local, institutional and societal domains construct and are constructed by discourses and how these contexts change overtime CDA involves specific empirical analysis of how such form function correlations themselves correlate with specific social practices that help constitute the very nature of such practices Takes an explicitly action oriented approach 9

To make more visible opaque aspects of discourse To investigate critically social inequality as it is expressed, signaled, constituted, legitimized, by language use To analyze pressure from above and possibilities for resistance to unequal power relationships that appear as societal conventions To demystify discourses by deciphering ideologies To make transparent the discursive aspects of societal disparities and inequities To study the relationship between language form and function and to explain why and how certain patterns are privileged over others To explore the network of discourse patterns that comprise social situations To locate social problems and analyze how discourse operates to construct and is historically constructed by such issues 10

Domination Oppression Emancipation Reproduction of status quo Unequal power relations Struggle Conflict Discrimination Control Ideology Inequities Social inequality Possibilities for resistance Disparity Privilege 11

Emerged in the 1970s with a form of discourse and text analysis that recognized the role of language in structuring power relations in society (Wodak, 2001) CDA terms more consistently used in the 1990s following a symposium in Amsterdam in January 1991 attended by Van Dijk, Fairclough, Kress, Van Leeuwen, and Wodak (Wodak, 2001) Is rooted in the Frankfurt school of critical theory (rejection of naturalism, rationality, neutrality and individualism. Rejection of social theory exposed by Marxists) argues for a dialectic between individual agency and structural determinism Draws on Classical rhetoric, text linguistics and sociolinguistics, applied linguistics and pragmatics 12

Certain networks of form-function relationship are valued in society more than others Language use is always social and analyses of language occur above the unit of a sentence or clause Lang use is always inevitable constructing and constructed by social, cultural, political, and economic contexts Lang and literacy practices are socially situated and have underlying systems of meaning Lang is a social phenomenon Individuals, institutions and social groupings have specific meanings and values that are expressed in lang in systematic ways Texts are units of language in communication Readers/hearers are not passive recipients of texts 13

1. CDA addresses social problems 2. Power relations are discursive 3. Discourse constitutes society and culture 4. Discourse does ideological work 5. Discourse is historical 6. The link between text and society is mediated (by orders of discourse: structured sets of discursive practices associated with particular social domains) 7. DA is interpretative and explanatory 8. Discourse is a form of social action 9. Discourse analysis is interpretive and explanatory and uses a systematic methodology 10. CDA is a socially committed scientific paradigm 14

What it is concerned with Asks different research questions Plays an advocatory role for groups who suffer from discrimination A critical approach to problems (make explicit what is hidden and derive results that are practical) Analyses relationships with other texts Is open to the broadest range of factors that exert influences on texts Strongly relies on linguistic categories It includes not only a description and interpretation of discourse in context but also an explanation of why and how discourses work Discourse is not a reflection of social contexts but constructs and is constructed by contexts Noncritical approaches tend to treat social practices solely in terms of patterns of social interaction. Critical approaches go further and treat social practices in terms of their implications for things like status, solidarity, distribution and social goods and power 15

To draw upon everyday critical activities (gender relations, patriarchy, feminism) including analysts own involvement in and experience of them To draw upon social theories and theories of language and methodologies for language analysis which are not generally available and to have resources for systematic and in depth investigation which go beyond ordinary experience To function as organic intellectuals ( F & W, 2007) To describe, interpret and explain the relationships among language and important educational issues or between the form and function of language To uncover power relationships and demonstrate inequities embedded in society To investigate critically social inequality as it is expressed, signaled, constituted, legitimized, by language use Analyzing texts for power is not enough to disrupt such discursive powers. The analyst must work from the analysis of texts to the social and political contexts in which the texts emerge 16

1. French DA: Pecheux 1982: discourse is the place where language and ideology meet. DA is the analysis of ideological dimensions of language use and of the materialization in language of ideology 2. Critical linguistics: practical ways of analyzing texts, attention to grammar and its ideological analysis, discourse of the press (Fowler, 1991), educational texts and spoken dialogue (Halliday, 1978,Kress, 1985, Martin, Knap & Watkins, Cope and Kalantzis, Knapp and Noble, Bloome et al.) 3. Social semiotics: mutli-semiotic character of most texts in contemporary society and analysis of visual images genre analysis and intertextual analysis (Kress, Fairclough, Lemke, Lankshear, Cope ), 4. Socio-cultural change and discursive change: creative mixing of genres and discourses, conversationalization of public discourse, 5. intertextuality (Fairclough) 6. Socio-cognitive studies: reproduction of ethnic prejudice and racism in discourse and communication, abuse and power and the reproduction of inequalities through ideologies (Van Dijk, Rogers) 7. Discourse-Historical method: integrates all available information into the analysis and interpretation of the many layers of written or spoken discourse, prejudice, racism, sexism (Wodak and Matouschek )

The specifics of the hermeneutics interpretation process are not made completely transparent by many CDA analysts It is text reducing since it focuses on very clear formal properties Should do conversational analysis first, otherwise the critical analysis will not bind to the data and ends up being merely ideological The terms discourse is as vague as it is fashionable. No one exactly knows what it is Lack of clear demarcation between text and discourse CDA is an ideological interpretation and therefore not an analysis The term critical discourse analysis is a contradiction in terms: ??? 19

It is a biased interpretation: it is prejudiced on the basis of some ideological commitment, and it selects for analysis such texts as will support the preferred interpretation Political and social ideologies are projected into the data rather than being revealed through the data. Analysts begin their analysis knowing what they are going to find and their analysis simply confirms what they suspect Depending on the background and training of the analyst the analysis may attend more to descriptions of language or the context in which the lang use unfolds Many discourse analyses are extracted from social contexts The methodology is not systematic or rigorous CDA has not been applied to or attended to matters of learning There has been little attention paid to nonlinguistic aspects of discourse such as activity and emotion 20

Validity and reliability Representativeness Completeness (refers to the results if no new findings appear) Accessibility (findings should be accessible to the social groups under investigation) Triangulation: taking into account four levels: the immediate lang, the intertextual and interdiscursive, the extralinguistic (context of situation), the broader sociopolitical and historical context 21

Connection building activities that include: Describing, Interpreting, Explaining the relationship between: language bits (discourses) cultural models, situated identities, situated meanings 22

1. Semiotic building 2. World building 3. Activity building 4. Socioculturally situated identity and relationship building 5. Political building 6. Connection building 23

Text (local ) (Description) Social Practice (Societal) Discursive Practice (prod, distribution, consumption) (Institutional) (Interpretation) 24

1. Analysis of texts: Interactional control, cohesion, politeness, ethos, grammar, transitivity, theme, modality, word meaning, wording, metaphors 2. Analysis of the discursive practice: intertextuality and interdiscursivity, coherence, conditions of discourse practice (prod, consumption, distribution) 25

3. Analysis of the social practice of which the discourse is part: Orders of discourse, ideological and political effects of discourse 26

InterpretationDescriptionOr Back 27

Context of culture Context Of situation Field Tenor Text Mode Butt et al. (2000) 28

The broader context of the text Its purpose or genre. Text types Text structure= stages 29

The immediate context of the text, and the lexical, grammatical, and linguistic choices writers make and do not make to create Ideational meanings =The lexical and grammatical choices writers make to develop the topic (field) Interpersonal meanings =The lexical and grammatical choices writers make to develop the a relationship with the reader (tenor) Textual meanings = The lexical, grammatical and textual choices writers make to organize their text (mode) 30

Participants (nouns, pronouns that describe the who and what is performing the actions) Processes (verbs) Circumstances (adverbs of place, etc) 31

Mood: questions, statements, imperatives Modality: Modals, Adjuncts (e.g., perhaps, surely) and Grammatical metaphors (e.g., I think, I believe, I am sure) Polarity: positive or negative Appraisal (Attitudinal elements= Affect, Judgment, Appreciation, positionality) 32

Theme and rheme (Thematic progression and Thematic drift or accumulated meanings) Cohesion (texture): lexical devices (repetition), grammatical (reference, substitution, and ellipsis) Lexical chains: e.g., all words related to war 33

1. Ive asked the highest levels of our government to come to discuss the current tragedy that has so deeply affected our nation. 2. Our country mourns for the loss of life and for those whose lives have been so deeply affected by this despicable act of terror. 3. I am going to describe to our leadership what I saw: the wreckage of New York City, the signs of the first battle of war. 4. Were going to meet and deliberate and discuss 5. But theres no question about it. 6. This act will not stand; 7. We will find those who did it; 8. We still smoke them out of their holes; 9. We will get them running 10. And well bring them to justice. 11. We will not only deal with those who dare attack America, 12. We will deal with those who harbor them and feed them and house them. 13. Make no mistake about it: 14. Underneath our tears is the strong determination of America to win this war. 15. And we will win it. 35

In groups, analyze the three levels Group 1: Experiential meanings Group 2: interpersonal meanings Group 3: textual meanings (Do charts following Butt et al. 2006 and respond to questions) 36

Conducting CDA of conversations and interviews. General comments 37

Group 1: Conversation 1: Two graduate sts at the dinner table talking about America as a gatekeeping country Conversation 2: Continuation of conversation 1 focusing on naturalization process 38

Group 2: Conversation 3:: two women and 3 men discussing citizenship and private education Conversation 4: Interview with tony blair in Britain 2005 before elections with Andrew Rawnsley. 39

Group 3: Conversation5: courtroom interview to a potential juror in a bomber case Conversation 6: courtroom cross examination of a witness by the prosecutor at the trial of a man accused of killing a woman 40

1. What kinds of questions do Y & F seem interested in in each of the conversations? 2. What lexical-grammatical features do they propose that we focus on to uncover those dynamics? 3. What kind of intro does he propose we do to start the analysis? 41

Dr. Doris Correa Universidad de Antioquia Escuela de Idiomas Summer 2011 1.

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