Volume 11, Issue 1 (2020)
LRR 2020, 11(1): 329-358 |
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Aghaei K, Danyali A, Rajabi M. Critical Discourse Analysis on English Language Textbooks for Learners with Special Needs: Laclau & Muffe Approach. LRR 2020; 11 (1) :329-358
URL: http://lrr.modares.ac.ir/article-14-30361-en.html
URL: http://lrr.modares.ac.ir/article-14-30361-en.html
1- Assistant Professor, Department of Foreign Languages, Faculty of Humanistic and Physical Education, Gonbad Kavous University , aghaei.khadijeh@gmail.com
2- Assistant Professor,Islamic Philosophy Department, Faculty of Humanistic and Physical Education, Gonbad Kavous University
3- Assistant Professor, Department of Foreign Languages, Faculty of Humanistic and Physical Education, Gonbad Kavous University
2- Assistant Professor,Islamic Philosophy Department, Faculty of Humanistic and Physical Education, Gonbad Kavous University
3- Assistant Professor, Department of Foreign Languages, Faculty of Humanistic and Physical Education, Gonbad Kavous University
Abstract: (4421 Views)
The English language textbooks for learners with special educational needs play a crucial role in classifying knowledge in the learners’ minds and framing their axiological-epistemological systems. As a result, developing English language textbooks based on discourses of needs analysis can not only empower language skill abilities among these learners but also contribute to them to become active citizens. However, if the materials developed are silent on the learners’ needs in developing their practices may marginalize the learners as at risk educational groups. Very few studies have critically analyzed prevocational English language textbooks written for learners with special needs to see to what extent the content, conversations and image of these English language textbooks could meet daily affair realizations for learners with special needs. Embedded in Laclau and Moffe’s Critical Discourse Analysis approach, the current study thus focuses secondary school prevocational English language textbook by ministry of education in grades seven, eight and nine. Findings showed that in the dominant discourse of these textbooks, there exists no symbol of body and life style representation of these learners. They have been selected either in ideal or token manners. Contents and images of these textbooks could not go beyond dichotomizing hegemonic discourses of society (normal-abnormal) and have reproduced power relations belonging to ordinary people. Normal affair is a social construct. Discourse representation and power relations dominant on curriculum patterns frame real worlds and life styles for learners with special needs. Thus, dearth of images and challenges of people with special needs are perceived as their absence in public domains and consequently neglecting multiple life styles of these groups. Hence, this study is of significance as it has some theoretical and practical ramifications for the materials developers and raises their awareness to redesign English language textbooks for these learners based on their needs.
Keywords: Learners with special needs, English language textbooks, Ideal bodies, Tokenism, Critical discourse analysis
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