Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye

Autores
Caichiolo, María de la Paz
Año de publicación
2022
Idioma
inglés
Tipo de recurso
tesis de grado
Estado
versión aceptada
Colaborador/a o director/a de tesis
Legrand, José
Cerrato, Gimena
Descripción
Textbooks are the principal tool to provide input when teaching and learning English as a foreign language (EFL). Therefore, the perpetuation of a colonial viewpoint through the used language in EFL textbooks is the problem addressed in this study. The main objective is to analyse through a Critical Discourse Analysis (CDA) the EFL textbooks: “Champions'', by Oxford University Press (starter); “English Zone”, by Oxford University Press (level 2); and “What’s Up”, by Pearson 2nd edition (starter), from a postcolonial perspective. The hypothesis of this research is that the linguistic components used in those texts implemented in public secondary schools in Laboulaye promote a colonialist point of view. The theoretical framework provides some key concepts which structure the analysis of the texts and exhibit the relationship beween language and the perpetuation of colonial power. The research is based on a mixed approach and it belongs to the Explanatory Sequential Design. A total number of 37 reading passages were analyzed twice. It was revealed that even though there is no sufficient linguistic evidence to prove that a colonialist perspective is used, two textbooks present elements that refer only to British culture. In order to counteract the one-way approach to foreign cultures, this research suggests supplementing these textbooks with reading passages that offer cultural diversity.
Fil: Caichiolo, María de la Paz. Universidad Tecnológica Nacional. Facultad Regional Villa María. Carrera Licenciatura en Lengua Inglesa, Argentina.
Materia
Inglés
ESL textbooks
Critical discourse analysis
Postcolonial perspective
Nivel de accesibilidad
acceso abierto
Condiciones de uso
2022-09-15T18:37:14Z
Repositorio
Repositorio Institucional Abierto (UTN)
Institución
Universidad Tecnológica Nacional
OAI Identificador
oai:ria.utn.edu.ar:20.500.12272/7021
Acceder
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network_acronym_str RIAUTN
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network_name_str Repositorio Institucional Abierto (UTN)
spelling Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in LaboulayeCaichiolo, María de la PazInglésESL textbooksCritical discourse analysisPostcolonial perspectiveTextbooks are the principal tool to provide input when teaching and learning English as a foreign language (EFL). Therefore, the perpetuation of a colonial viewpoint through the used language in EFL textbooks is the problem addressed in this study. The main objective is to analyse through a Critical Discourse Analysis (CDA) the EFL textbooks: “Champions'', by Oxford University Press (starter); “English Zone”, by Oxford University Press (level 2); and “What’s Up”, by Pearson 2nd edition (starter), from a postcolonial perspective. The hypothesis of this research is that the linguistic components used in those texts implemented in public secondary schools in Laboulaye promote a colonialist point of view. The theoretical framework provides some key concepts which structure the analysis of the texts and exhibit the relationship beween language and the perpetuation of colonial power. The research is based on a mixed approach and it belongs to the Explanatory Sequential Design. A total number of 37 reading passages were analyzed twice. It was revealed that even though there is no sufficient linguistic evidence to prove that a colonialist perspective is used, two textbooks present elements that refer only to British culture. In order to counteract the one-way approach to foreign cultures, this research suggests supplementing these textbooks with reading passages that offer cultural diversity.Fil: Caichiolo, María de la Paz. Universidad Tecnológica Nacional. Facultad Regional Villa María. Carrera Licenciatura en Lengua Inglesa, Argentina.Legrand, JoséCerrato, Gimena2022-09-15T18:37:14Z2022-09-15T18:37:14Z2022-09-12info:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:ar-repo/semantics/tesisDeGradopdfapplication/pdfhttp://hdl.handle.net/20.500.12272/7021enginfo:eu-repo/semantics/openAccess2022-09-15T18:37:14Zhttp://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 InternacionalAtribución (Attribution - BY) No comercial (Non Commercial - NC) Sin obras derivadas (No Derivate Works - ND) Compartir igual (Share Alike - SA)reponame:Repositorio Institucional Abierto (UTN)instname:Universidad Tecnológica Nacional2026-10-01T11:58:53Zoai:ria.utn.edu.ar:20.500.12272/7021instacron:UTNInstitucionalhttp://ria.utn.edu.ar/Universidad públicaNo correspondehttp://ria.utn.edu.ar/oaigestionria@rec.utn.edu.ar; fsuarez@rec.utn.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:a2026-10-01 11:58:54.016Repositorio Institucional Abierto (UTN) - Universidad Tecnológica Nacionalfalse
dc.title.none.fl_str_mv Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye
title Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye
spellingShingle Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye
Caichiolo, María de la Paz
Inglés
ESL textbooks
Critical discourse analysis
Postcolonial perspective
title_short Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye
title_full Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye
title_fullStr Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye
title_full_unstemmed Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye
title_sort Raising awareness to challenge the empire: a critical discourse analysis of postcolonial features in EFL textbooks used in public secondary schools in Laboulaye
dc.creator.none.fl_str_mv Caichiolo, María de la Paz
author Caichiolo, María de la Paz
author_facet Caichiolo, María de la Paz
author_role author
dc.contributor.none.fl_str_mv Legrand, José
Cerrato, Gimena
dc.subject.none.fl_str_mv Inglés
ESL textbooks
Critical discourse analysis
Postcolonial perspective
topic Inglés
ESL textbooks
Critical discourse analysis
Postcolonial perspective
dc.description.none.fl_txt_mv Textbooks are the principal tool to provide input when teaching and learning English as a foreign language (EFL). Therefore, the perpetuation of a colonial viewpoint through the used language in EFL textbooks is the problem addressed in this study. The main objective is to analyse through a Critical Discourse Analysis (CDA) the EFL textbooks: “Champions'', by Oxford University Press (starter); “English Zone”, by Oxford University Press (level 2); and “What’s Up”, by Pearson 2nd edition (starter), from a postcolonial perspective. The hypothesis of this research is that the linguistic components used in those texts implemented in public secondary schools in Laboulaye promote a colonialist point of view. The theoretical framework provides some key concepts which structure the analysis of the texts and exhibit the relationship beween language and the perpetuation of colonial power. The research is based on a mixed approach and it belongs to the Explanatory Sequential Design. A total number of 37 reading passages were analyzed twice. It was revealed that even though there is no sufficient linguistic evidence to prove that a colonialist perspective is used, two textbooks present elements that refer only to British culture. In order to counteract the one-way approach to foreign cultures, this research suggests supplementing these textbooks with reading passages that offer cultural diversity.
Fil: Caichiolo, María de la Paz. Universidad Tecnológica Nacional. Facultad Regional Villa María. Carrera Licenciatura en Lengua Inglesa, Argentina.
description Textbooks are the principal tool to provide input when teaching and learning English as a foreign language (EFL). Therefore, the perpetuation of a colonial viewpoint through the used language in EFL textbooks is the problem addressed in this study. The main objective is to analyse through a Critical Discourse Analysis (CDA) the EFL textbooks: “Champions'', by Oxford University Press (starter); “English Zone”, by Oxford University Press (level 2); and “What’s Up”, by Pearson 2nd edition (starter), from a postcolonial perspective. The hypothesis of this research is that the linguistic components used in those texts implemented in public secondary schools in Laboulaye promote a colonialist point of view. The theoretical framework provides some key concepts which structure the analysis of the texts and exhibit the relationship beween language and the perpetuation of colonial power. The research is based on a mixed approach and it belongs to the Explanatory Sequential Design. A total number of 37 reading passages were analyzed twice. It was revealed that even though there is no sufficient linguistic evidence to prove that a colonialist perspective is used, two textbooks present elements that refer only to British culture. In order to counteract the one-way approach to foreign cultures, this research suggests supplementing these textbooks with reading passages that offer cultural diversity.
publishDate 2022
dc.date.none.fl_str_mv 2022-09-15T18:37:14Z
2022-09-15T18:37:14Z
2022-09-12
dc.type.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
info:eu-repo/semantics/acceptedVersion
http://purl.org/coar/resource_type/c_7a1f
info:ar-repo/semantics/tesisDeGrado
format bachelorThesis
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/20.500.12272/7021
url http://hdl.handle.net/20.500.12272/7021
dc.language.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
2022-09-15T18:37:14Z
http://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Atribución (Attribution - BY) No comercial (Non Commercial - NC) Sin obras derivadas (No Derivate Works - ND) Compartir igual (Share Alike - SA)
eu_rights_str_mv openAccess
rights_invalid_str_mv 2022-09-15T18:37:14Z
http://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Atribución (Attribution - BY) No comercial (Non Commercial - NC) Sin obras derivadas (No Derivate Works - ND) Compartir igual (Share Alike - SA)
dc.format.none.fl_str_mv pdf
application/pdf
dc.source.none.fl_str_mv reponame:Repositorio Institucional Abierto (UTN)
instname:Universidad Tecnológica Nacional
reponame_str Repositorio Institucional Abierto (UTN)
collection Repositorio Institucional Abierto (UTN)
instname_str Universidad Tecnológica Nacional
repository.name.fl_str_mv Repositorio Institucional Abierto (UTN) - Universidad Tecnológica Nacional
repository.mail.fl_str_mv gestionria@rec.utn.edu.ar; fsuarez@rec.utn.edu.ar
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score 13.365483

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