Deconstructing ELT ideology and normalized discourses through critical discourse analysis: Collaborative autoethnography

نویسندگان

چکیده

English language teaching departments have been regarded as neutral and prestigious for more than a century. However, the colonial, neocolonial, postcolonial neoliberal practices of these are forgotten. In this study, we aim to deconstruct ideology develop critical perspective within framework pedagogy discourse analysis. Both two approaches analyze power, power relations, forms knowledge subjective experiences. This study is based on collaborative autoethnography that prioritizes researchers` beliefs, experiences, observations stories. We asked 10 guiding questions showed how came reject our current identity in ELT discipline produced various constitute certain discursive practices. aimed show Turkey continuation colonial mind, therefore new space should be created other languages take their place social circles. strongly recommend can incorporate lessons reinforce criticality, analysis so real historical conditions could shown students teacher candidates departments. Therefore, discourses constituted allow novel experiences

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ژورنال

عنوان ژورنال: RumeliDE Dil ve Edebiyat Ara?t?rmalar? Dergisi

سال: 2022

ISSN: ['2148-7782']

DOI: https://doi.org/10.29000/rumelide.1222348