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This book offers unique insight into the role that English as a
Foreign Language (EFL) discourse plays in shaping the ideological
terrain of contemporary Israel/Palestine through constructing the
subjectivities of those who plan, teach, and learn it. While the
EFL curriculum is uniform across Hebrew and Arabic-speaking
educational contexts, this book traces how its cultural content
reproduces dominant hegemonic ideologies, and perpetuates the
social misrepresentations of the Other that underlie inequality.
The language of English teaching textbooks, the way that students
understand their content, and the official policy documents that
guide both EFL materials and teaching practices, are all thoroughly
examined through Critical Discourse Analysis. The theoretical and
methodological foundation for further cross-cultural studies of
Anglo-centric and other forms of hegemonic EFL discourses within
local/global contexts, and for contesting their ideological
effects, are also laid down. Through promoting a transformative EFL
cultural discourse which hopes to position EFL teaching as a
possible arena for effecting social change, this book offers a
unique context for students, scholars, and educators interested in
linguistics, CDA, cultural discourse studies, English in
local/global contexts, and EFL education.
This book offers unique insight into the role that English as a
Foreign Language (EFL) discourse plays in shaping the ideological
terrain of contemporary Israel/Palestine through constructing the
subjectivities of those who plan, teach, and learn it. While the
EFL curriculum is uniform across Hebrew and Arabic-speaking
educational contexts, this book traces how its cultural content
reproduces dominant hegemonic ideologies, and perpetuates the
social misrepresentations of the Other that underlie inequality.
The language of English teaching textbooks, the way that students
understand their content, and the official policy documents that
guide both EFL materials and teaching practices, are all thoroughly
examined through Critical Discourse Analysis. The theoretical and
methodological foundation for further cross-cultural studies of
Anglo-centric and other forms of hegemonic EFL discourses within
local/global contexts, and for contesting their ideological
effects, are also laid down. Through promoting a transformative EFL
cultural discourse which hopes to position EFL teaching as a
possible arena for effecting social change, this book offers a
unique context for students, scholars, and educators interested in
linguistics, CDA, cultural discourse studies, English in
local/global contexts, and EFL education.
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