Euphemization and Derogation in Teacher Students’ Dialogic Discourse: A Critical Discourse Analysis

Critical discourse analysis (CDA) has become a widely used academic research method in the social, political, educational, and linguistic sciences. This paper aims to explain how teacher-student dialogic is presented evaluated differently persuade students. Van Dijk's (2004) framework, identify discursive structures that lead ideologically based parochial, context, ideology, social cognition. The CDA of teacher students’ highlighted reality ideologies are expressed, performed, sustained, inculcated through frameworks. In terms measuring attitudes opinions, macro methodologies positive self-representation negative other representations have proven be precise. Euphemism derogation frequently ideological language manipulations aiming portray self others negatively positively. They show or other-representation can serve purposes. applied students' this article shows these in-group/out-group distinctions. outcomes ofthis study could help students teachers improve their critical thinking skills comprehension production, as well revitalize undervalued idea competency.