Affiliation:
1. Département d’Anglais, Faculté des Lettres, Langues, Arts et Communication (FLLAC), Université d’Abomey-Calavi (UAC),République du Bénin.
Abstract
The present paper seeks to raise students‘ consciousness
about how language can be used to encode ideological meanings. It
also aims to enhance their critical thinking about how social
structures- notably racist practices- implicitly impact their behavior
and attitudes. In that sense, it draws on critical discourse analysis
(hereafter, CDA) to disentangle the meanings of a set of texts dealing
with racial discrimination in Go for English Tle used to teach upper
sixth students English in Benin. The study basically focuses on van
Dijk (1993)‘s and Fowler & Kress (1979)‘s analytical methods to
disclose the transparent and hidden situated meanings conveyed in/by
the texts at stake. The results of the analysis reveal that racism, as a
social practice, is not peculiar to any specific group or community;
rather, it is expressed through discourse in all continents. It is
concluded from the findings that CDA can serve as a potent theoretical
and emancipatory tool for the analysis of important sociolinguistic, linguistic, educational, and
multiracial issues facing students.
Publisher
Addaiyan International Publishers
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