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Text and ideology in Singapore English language textbooks – a critical discourse analysis
Author
Tham, Grace Wei Ping
Supervisor
Koh, Aaron
Abstract
English Language teaching has always been a cornerstone of the education system in Singapore. Because of the premium placed on the English Language as the desired lingua franca for economic, political and social purposes, it is no surprise that the teaching of English Language is given due emphasis. Although the content and pedagogical approaches to teaching English have evolved over the years, as reflected in the various English Language syllabuses from 1959 till the present, what has not changed is the overriding concern to ensure that Singaporean students achieve proficiency in the language. What has also not changed is that English Language textbooks remain a cornerstone in the enterprise of English Language teaching. Luke (1988, p. 28) describes textbooks as “cultural products” which are “written and produced by particular historical interpretive communities…operating from paradigmatic assumptions about teaching and learning, and the specific domains of knowledge and competence to be transmitted”. This implies that textbook content is not neutral. Because textbooks still exert considerable authority in English Language teaching and learning, it is worthwhile to examine the kinds of ideologies and assumptions in them, to “explain how textual curriculum serves as an inscription of ideology” (Luke, 1988, p. 28).
In this dissertation, I examine selected content from an English Language textbook produced for the most recent 2010 English Language syllabus. Using Critical Discourse Analysis (CDA) as a theoretical and analytical framework, I will analyze the ideologies and worldviews represented in the text, as well as how students and teachers are constructed by the text. Through the analysis of the grammatical, lexical and sequencing choices of the textbook writers, I will also argue that the content of the textbook continues to reflect the functional aspect of English Language learning, influenced by a wider discourse about preparing students for the new work order (Gee et al., 1996). The Ministry of Education has since taken up this discourse and translated it into a policy document called 21st Century Competencies1, a framework which spells out the key competencies seen as necessary to prepare students for life in the 21st century.
With these new initiatives and directions, it is therefore timely to investigate how the ideologies in a recently published English Language textbook reflect the wider ideology of “language in late capitalism” (Duchene & Heller, 2011) and the attendant language skills required to participate in the now competitive globalized economy.
1 Ministry of Education, (2010). http://www.moe.gov.sg/media/press/2010/03/moe-to-enhance-learning-of-21s.php Retrieved 12 February 2013.
In this dissertation, I examine selected content from an English Language textbook produced for the most recent 2010 English Language syllabus. Using Critical Discourse Analysis (CDA) as a theoretical and analytical framework, I will analyze the ideologies and worldviews represented in the text, as well as how students and teachers are constructed by the text. Through the analysis of the grammatical, lexical and sequencing choices of the textbook writers, I will also argue that the content of the textbook continues to reflect the functional aspect of English Language learning, influenced by a wider discourse about preparing students for the new work order (Gee et al., 1996). The Ministry of Education has since taken up this discourse and translated it into a policy document called 21st Century Competencies1, a framework which spells out the key competencies seen as necessary to prepare students for life in the 21st century.
With these new initiatives and directions, it is therefore timely to investigate how the ideologies in a recently published English Language textbook reflect the wider ideology of “language in late capitalism” (Duchene & Heller, 2011) and the attendant language skills required to participate in the now competitive globalized economy.
1 Ministry of Education, (2010). http://www.moe.gov.sg/media/press/2010/03/moe-to-enhance-learning-of-21s.php Retrieved 12 February 2013.
Date Issued
2013
Call Number
P302 Tha
Date Submitted
2013