Students are expected to:
• To develop rich and informed understandings of the processes by which functional and critical literacy are constructed in the pertinent literature
• To be able to identify the complexity of the processee involved in the construction and understanding of texts a socioculturally-shaped processes
• To be able to use the various tools such as those provided by Systentic Functional Grammar for unveiling implicit meanings at work
Course Content (Syllabus)
The course, focusing on critical literacy, outlines the various proposals that have been developed in pertinent strands, from sociological work to discursively shaped linguistic work focusing on the way by which language by which language as wide range of semiotic resources available to social actors may be implicated in the construction of social realities. The relation between language, power and ideology is discussed through the detailed, critical analysis of the most prominent literature and the positions as indeed the arguments put forward by scholars such as Foucault, Fairclough, Wodak and vanDijk. To make clear the ideological underpinnings of grammar, the basic premises of SFL are presented and analyzed. Students are asked to work with this framework and apply it to the analysis of a wide range of texts from different discourse communities so that they gain a clear and deep understanding of the way by which lexicogrammatical choices, discursive resources and multimodal choices are implicated in the constitution of social realities and in the negotiation of Discourses that ultimately shape aspects of meaning making in current multisemiotic societies.
Critical Discourse Analysis. Systemic Functional Grammar, power, hegemony, textual represenations
Additional bibliography for study
Bakhtin, M.M. (1981). The dialogic imagination (Tr. C. Emerson & Holquist, M.) Austin: University of Texas Press.
Burns, Anne and Coffin, C. (eds.) (2001). Analyzing English in a global context: A Reader. London: Routledge. (chapters 8, 9, 10, 11, 12).
Fairclough, N. (2003). Analyzing discourse: Textual analysis for social research. London: Routledge.
Foucault, M. (1972). The Archeology of knowledge. London: Tavistock.
Gee, J.P. (2004) Situated language and learning: A critique of traditional schooling. New York: Routledge.
Kostouli, T. 2009. «A sociocultural framework: Writing as social practice». Στο R. Beard, D. Myhill, J. Riley & M. Nystrand (επιμ.) The SAGE Handbook of Writing Development. London, Sage, 98-116
Martin, J.R. (1985). Factual writing: Exploring and challenging social reality. Oxford: Oxford University Press.
Unsworth, L. (ed.) (2000). Researching language in schools and communities: Functional linguistic perspectives. London and Washington: Cassell.
Wodak, R., & Meyer, M. (eds.) (2001) Methods of Discourse Analysis. London: Sage.