By Catherine Wallace (auth.)
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Extra resources for Critical Reading in Language Education
Moreover, its emphasis is different from the strategies view, in that critical reading focuses less on individual responses to texts and more on communally negotiated ones, by which, in classroom contexts, texts are jointly interpreted through talk around text. Also within these reader responses there is less interest in problems as located within readers, say due to supposed weaknesses of skill or strategy, than in readers’ problematising of the text. Secondly, critical reading does not see non-native speaker readers in their reading of authentic, non-pedagogic texts, as necessarily disadvantaged – on the contrary.
What the text is about) PARTICIPANTS WHAT/WHO is talked about? e. e. what adjectives or nouns collocate with them? e. material, mental and relational processes? g. by adverbs or prepositional phrases? CAUSATION How is causation attributed? e. Who did what to whom? Are actors in subject position? EFFECT OF THE WRITER’S CHOICES? TENOR OF DISCOURSE INTERPERSONAL MEANINGS (how the writer indicates his/her relationship with the reader and what his/her attitude to the subject matter of the text is) PERSON What personal pronouns are selected?
As an immediate means to this wider goal, critical discourse analysts examine interactions and indeed any type of semiotic material such as written texts, conversations, television programmes, and advertisements on billboards to show how language figures within relations of power. By scrutinising patterns of language choices, it is argued, one can uncover the ideological leanings of texts, that is, the manner in which discourses, ambivalent and contradictory 26 Critical Discourse Analysis and Critical Reading 27 as they frequently are, ultimately privilege the interests of certain social groups over others.