Hi Bahram,

If I understood your question correctly, you are arguing whether DA/CDA of political context is fruitful for EFL/ESL classes.

First of all, political science and international relations are becoming very interdisciplinary. Moreover, in some institutes - specifically in Iran, which English is regarded as a FL -  you only happen to teach linguistics and conversation analysis to students who are not actually studying linguistics (usually at BA or MA levels).

In political science and political discourse just DA or CDA are not regarded as a method, unless they are backed by related theories in politics or relevant approaches. However, many others who come from just EFL/linguistics backgrounds believe that DA/CDA is good enough. Examples of such are few dissertations at UT and Kharazmi University, which students analysed Bush/Putin/etc speeches regarding a specific matter.

Phenomenology and CDA (CDA is not always about linguistics or conversation analysis) which are backed by additional relevant political theories adhere to fundamental researches in this disciple. For instance I evaluated Wittgenstein's language games theory in political theme.

Hence, I believe familiarizing EFL/ESL students with political discourse may happen to have great impact on their future careers and even understanding of linguistics.

Dear Eshan Dehghan, thank you very much for your reply and suggestion. I made it more specific. In case of your interest, you can take a look and respond.

Dear Dehghan:

As you mentioned: there have been studies done on whether analyzing political texts in a classroom have any effects on students' critical thinking abilities, and there seems to be some correlation between the two. Could you please write the title(s) of the papers.

Dear @Bahram, "Language is coined with ‘power’ and ‘ideology’. It has been argued that the awareness of language and discursive practices is a prerequisite for democratic citizenship and an urgent priority for language education!"- 1st link

My daughter who is an English teacher communicates with Noam Chomsky about this and other issue!

Of course, the effects of analyzing political discourse are very positive! Such an approach reinforces the rhetoric and debate!

http://www.ijlass.org/data/frontImages/gallery/Vol._2_No._5/23.pdf

http://www.chomsky.info/

It depends on the textual strategies and on the structural analysis, dear Bahram!

Dear Mr Kazemian,

First, I think you should consider the learners. Are they kids, teenagers, or adults?For sure analyzing political discourse is useful for adults. Moreover, are the learners interested in the topic?

Dear Mr. Khajavy, I have a holistic view in raising the question. 

The facilitator (teacher) needs a big control of the situation because the theme may rise passions from all sorts. Time should be very limitted to each participation and the teacher very strict about it. May be it would be a good idea to hide the political party's name and its polititian's name as well. As with any other theme that people have an idea which may be unknown by his peers, it is VERY positive. There will be true communication, real negotiate of meanings, etc.

Please check the Goal focus whether the intended activity of "analyzing political discourse" leads to

Then metricize it with the orientations

Normally EFL/ESL classroom bring in cooperative learning styles into play.

All these benefits can come handy.

Dear Bahram, I think it is a good idea to break such a analyses into a series of classes, in which the abilities the teacher wants to develop with his students can be acquired rulling out the passion of the theme.

In the first section, the ideas are discussed without mentioning the political parties' names and the students would discuss and create their own judgement of the issues presented. At the end, they can create and adapt or design a program to put into practice their personal political goals, based on the texts discussed in class. By then, they will have created political discourse  themselves and the teacher can make a comparison on their discourse effectiveness and the material brought by the teacher. They can paraphrase the texts if they want to. Teacher can also come with a formal analyses of the discourse bringing a structural analyses and showing how the students were already using those tactics.

The problem of the passion will no longer interfer with the meeting and it will be easier to focous on the discourse analyses which was the main goal at the beginning of the training.

Hi Bahram,

If I understood your question correctly, you are arguing whether DA/CDA of political context is fruitful for EFL/ESL classes.

First of all, political science and international relations are becoming very interdisciplinary. Moreover, in some institutes - specifically in Iran, which English is regarded as a FL -  you only happen to teach linguistics and conversation analysis to students who are not actually studying linguistics (usually at BA or MA levels).

In political science and political discourse just DA or CDA are not regarded as a method, unless they are backed by related theories in politics or relevant approaches. However, many others who come from just EFL/linguistics backgrounds believe that DA/CDA is good enough. Examples of such are few dissertations at UT and Kharazmi University, which students analysed Bush/Putin/etc speeches regarding a specific matter.

Phenomenology and CDA (CDA is not always about linguistics or conversation analysis) which are backed by additional relevant political theories adhere to fundamental researches in this disciple. For instance I evaluated Wittgenstein's language games theory in political theme.

Hence, I believe familiarizing EFL/ESL students with political discourse may happen to have great impact on their future careers and even understanding of linguistics.

Hi

Doing CDA is highly influential when it aims at investigating identity genres.