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This paper explores the dissemination of human rights through English language
learning in Pakistan and builds on the knowledge that contributes to the
development of democratic educational outcomes. Textbook discourses have long
been the domain of critical linguistics; critical linguists understand textbook
discourse primarily as a language in the context of schooling while the discourse
analysts understand such discourses as systems of knowledge and ideology. The
question of how the learners are expected to engage with the subject knowledge is
explored from two theoretical perspectives: linguistic analyses are executed using
tools such as choice of pronouns, mood, and modality from Systemic Functional
Linguistics (Halliday et al., 2014), a social semiotic theory of language as a
meaning potential, and reinterpreted according to the intercultural paradigm
(Piller, 2010) to familiarize the ways interactants choose to build relations in the
textbook narratives because in exploring interpersonal meanings it is very easy to
focus on what is said and why. Additionally, the image analysis is done by
representational analysis that of how images reflect ideologies (Kress & Van
Leeuwen., 2006). The contributions of this study are of particular importance to make visible elements of interpersonal meaning-making which were explored in the
context of cumulative knowledge building in humanities.
Tazanfal Tehseem, Zahra Bokhari, Saba Zulfiqar. (2020) Human Rights Education and Language Learning in Pakistan: An EFL Perspective, Journal of Education and Educational Development, Volume 7, Issue 2.
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