UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA
STUDENT’S NAME: Alex Jungbluth
COURSE: 101-ECTS-RED
Implications of Critical Discourse Analysis
Regarding the implications of critical discourse analysis in the EFL classroom, teachers have the
opportunity to integrate critical thinking and analytical skills at different levels (Cabrera, 2022).
Therefore, students will gain better expertise regarding critical thinking and skillfulness in language
(Fairclough, 1995).
For this reason, with the analysis of meaningful content that expresses real-life situations, students
will have a holistic view of the whole situation at the moment of the speaking practice by analyzing
texts through discourse analysis. It is also important to mention that according to Cabrera, (2022),
students could develop different English competencies using a CDA model that enriches their
communicative abilities.
On the other hand, Celce-Murcia & Olshtan (2020), state that discourse analysis has changed the
traditional grammar approach view of an EFL classroom to a conversation approach. For this
reason, with CDA, students will not be only focused on the grammatical structures of a random text.
Pupils will have a wide analysis of the written text, making them gain more mental skills regarding
the deep analysis of the cultural, economic, etc of a text, maintaining the communicative objectives
and goals.
However, there are certain factors to take into consideration at the moment of the implementation of
discourse analysis in the EFL classroom, such as the student’s surroundings, prior knowledge, the
importance of a text, and semantic components (Cabrera, 2022).
Finally, with the implementation of the discourse analysis inside the text, we as future professional
teachers, will help our EFL students to foster their critical thinking as well as their cultural
environment.
REFERENCES.
Cabrera, P. 2022. Discourse Analysis. Ediloja Cía. Ltda.
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching: A guide for
language teachers. Cambridge University Press.
Fairclough, N. (1993). Critical discourse analysis and the marketization of public discourse: The
universities. Discourse & society, 4(2), 133-168. [Link]