Critical Classroom Discourse Analysis

Author: Kumaravadivelu, B.

Source: TESOL Quarterly, Volume 33, Number 3, Autumn 1999 , pp. 453-484(32)

Publisher: Teachers of English to Speakers of Other Languages, Inc. (TESOL)

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Abstract:

My primary purpose in this article is to conceptualize a framework for conducting critical classroom discourse analysis (CCDA). I begin with a critique of the scope and method of current models of classroom interaction analysis and classroom discourse analysis, arguing that they offer only a limited and limiting perspective on classroom discourse. I then contend that the concepts of discourse enunciated in Foucauldian poststructuralism and Saidian postcolonialism can be employed to develop a critical framework for understanding what actually transpires in the L2 classroom. Drawing insights from these two discourse traditions, I attempt to construct a conceptual framework for CCDA and present basic principles and procedures that might make CCDA possible. I conclude the article with suggestions for further exploration that CCDA might open up.

Document Type: Research article

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