Discourse Analysis

Christina Higgins
Spring 2009


Welcome! This course will provide participants with opportunities to develop a critical understanding of the theories and methods of discourse analysis as they apply to language use, learning, teaching, and education in first, second, heritage language, and multilingual environments. Participants will read theoretical discussions alongside studies of discourse analysis to deepen their understandings of the field. Participants will also carry out a study of their own that engages in a specific type of discourse analysis of their choice. Based on feedback, the top areas of interest are critical discourse analysis and narrative inquiry. We will supplement these areas with some readings and applied practice with additional approaches to provide us with some tools for analyzing multiple kinds of data.


Course schedule E = indicates reading is on Laulima
1/16 Introduction to course
 
1/23 Defining the Field of Discourse Analysis
  Phillips, L. & Jorgenson, M. (2001). Chapter 1: The field of discourse analysis. In Discourse analysis as theory and method. London: Sage
  Wetherell, M. (2001). Themes in discourse research: The case of Diana. In M. Wetherell, S. Taylor, & S. Yates (eds.) Discourse theory and practice: A reader (pp. 14-28). London: Sage.
 
Narrative Analysis
   
1/30 Narrative analysis
  E Pavlenko, A. (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics 28, 289-322.
  E Crawshaw, R., Callen, B.& Tusting, K. (2001). Attesting the self: Narration and identity change during periods of residence abroad. Language and Intercultural Communication 1, 101-119.
 
2/6 Narratives: Focus on positioning
  Davies B. & Harre, R. ([1990] 2001). Positioning: The discursive production of selves. In M. Wetherell, S. Taylor, & S. Yates (eds.) Discourse theory and practice: A reader (pp 261- 271). London: Sage.
  Pavlenko, A. (2001). "How am I to become an woman in an American vein?": Transformations of gender performance in second language learning. In A. Pavlenko et al. (eds.) Multilingualism, second language learning, and gender (pp. 133-174). Berlin: Mouton de Gruyter.
  Discussion leader: Bal
  E Ros i Solé, C. (2007) Language learners' sociocultural positions in the L2: A narrative approach. Language and Intercultural Communication 7, 203-216.
  Workshop: Hiromi
 
2/13 Positioning within the storied world
  Wortham, S. & Gadsen, V. (2006). Urban fathers positioning themselves through narrative: An approach to narrative self-construction. In A. deFina, D. Schiffrin, & M. Bamberg (eds.) Discourse and identity (pp. 314-344)
  Baynham, M. (2006). Performing self, family and community in Moroccan narratives of migration and settlement. In A. deFina, D. Schiffrin, & M. Bamberg (eds.) Discourse and identity (pp. 376-397). Cambridge
  E Coffey, S. & Street, B. (2008). Narrative and Identity in the "Language Learning Project". Modern Language Journal 92, 452-464.
  Workshop: John
 
2/20 Frames and footing in narratives and other types of discourse
  Goffman, E. (2001 [1981]). Footing. In M. Wetherell et al. (eds.) Discourse theory and practice (pp. 93-110).
  Discussion leader: Kaz
  E Simpson, J. (2006). Differing expectations in the assessment of the speaking skills of ESOL learners. Linguistics and Education 17, 40-55.
  Discussion leader: Laurie
  Ribeiro, B. (2006) Footing, positioning, voice. Are we talking about the same things? In A. deFina et al. (eds.) Discourse and Identity (pp. 48-82). Cambridge UP.
  Workshop: Sachi & Kaz
 
2/27 Evaluation in narratives and other types of discourse
Daiute, C. & Nelson, K. (1997). Making sense of the sense-making function of narrative evaluation. Journal of Narrative and Life History 7, 207-215.
E Higgins, C. (forthcoming). "You're really a Swahili!": Western women's resistance to identity slippage in Tanzania. In C. Higgins (ed.) Negotiating the self in a second language: Identity formation in a globalizing world. Berlin: Mouton de Gruyter.
  Discussion leader: Laurie
E Menard-Warwick, J. (2005) Transgression narratives, dialogic voicing, and cultural change. Journal of Sociolinguistics 9, 533-556.
Workshop: Sachi & Kaz
 
3/6 Narratives: Focus on Interaction
Georgakopoulou, A. (2006). Small and large identities in narrative (inter)action. In A. deFina, D. Schiffrin, & M. Bamberg (eds.) Discourse and identity (pp. 83-102). Cambridge.
Block, D. (2006). Spanish-speaking Latinos in London. In Multilingual identities in a global city: London stories (pp. 136-170). London: Palgrave.
  Discussion leader: Hiromi
E DeFina, A. (2003). Crossing borders: Time, space, and disorientation in narrative. Narrative Inquiry 13, 367-391.
  Workshop: Amy
 
3/8 First draft of paper due by email if Narrative Analysis is your approach; if CDA, then outline is due (1-2 pages)
 
 
Critical approaches to DA
 
3/13 Post-structuralist and Foucauldian DA
  Phillips, L. & Jorgensen, M. (2001) Chapter 2: Laclau and Mouffe's discourse theory. In Discourse analysis as theory and method. London: Sage.
  Foucault, M. (1999 [1978]). The incitement to discourse. In A. Jaworski & N. Coupland (eds.) The discourse reader (pp. 514-522). New York: Routledge.
  Discussion leader: John
  ECahnmann, M. et al. (2005). Using critical discourse analysis to understand and facilitate identification processes of bilingual adults becoming teachers. Critical Inquiry in Language Studies 2, 195-213.
  Workshop: Bal
 
3/20 Fairclough's CDA
  EBlommaert, J. & Bulcaen, C. (2000) Critical discourse analysis. Annual Review of Anthropology. 29:447-66.
  Fairclough, N. (2001) Discourse as social practice. Chapter 2 in Language and Power (2nd ed.) (pp. 14-35). London: Longman.
  Discussion leader: Hiromi
  ETaki, S. (2008). International and local curricula: The question of ideology. Language Teaching Research 12, 127-142.
  Workshop: Laurie
 
3/27 Spring Break
 
4/3 CDA and Education/Educational Policy
  Fairclough, N. (1995). Critical discourse analysis and the marketization of public discourse: The universities. Chapter 5 in Critical discourse analysis (pp. 130-166). London: Longman.
  EGebhard, M. (2004) Fast capitalism, school reform, and second language literacy practices. Modern Language Journal 88, 245-265.
  Discussion leader: Amy
  Woodside-Jiron, H. (2004) Language, power, and participation: Using CDA to make sense of public policy. In R. Rogers (ed.) An introduction to critical discourse analysis in education (pp. 173-205) Mahwah, NJ: Erlbaum.
  Workshop: Hiromi
 
4/6 First draft due if using CDA approach
   
4/10 Holiday
   
4/17 Gee's DA
  Gee, J. (2004) Discourse analysis: What makes it critical? In R. Rogers (ed.) An introduction to critical discourse analysis in education (pp. 19-50). Mahwah, NJ: Erlbaum.
  Young, J. P. (2004) Cultural models and discourses of masculinity: Being a boy in a literacy classroom. In R. Rogers (ed.) An introduction to critical discourse analysis in education (pp. 147-172). Mahwah, NJ: Erlbaum.
  Discussion leader: Sachi
  EZuengler, J. (2003). Jackie Chan drinks Mountain Dew: Constructing cultural models of citizenship. Linguistics and Education 14, 3-4, 277-303.
  Workshop: John
 
4/24 Socio-cognitive CDA
  Evan Dijk, T. A. (1992). Discourse and the denial of racism. Discourse & Society 3, 87-118
  Ensink, T. (2004). The frame analysis of research interviews: Social categorization and footing in interview discourse. In H. van den Berg et al. (eds) Analyzing race talk (pp. 157-177). Cambridge UP.
  Discussion leader: Kaz
  EButtny, R. & Williams, P. L. (2000) Demanding respect: The uses of reported speech in discursive constructions of interracial contact. Discourse Society 11, 109-133.
  Workshop: Laurie
 
5/1 To be negotiated
   
  Discussion leaders: Amy, Sachi
  Workshops:
 
5/8 Final projects due by email