Optional courses: language in social communication

elective courses

Classroom
Remote learning

The scope of CDA research covers current social issues and its focus is the reciprocal relationship between language and the socio-cultural context. CDA analyses texts (language-based and multimodal) as a reflection of social reality and as a tool whereby it is constructed. The key word for CDA is 'power': CDA analyzes how and by what means power relations and the ensuing social inequalities are realised, reproduced, legitimised and contested in discourse.

The course is divided into two parts. The first, in the form of a lecture with discussion, is an overview of CDA, its basic terminology, selected models and tools (including corpus methods and multimodal discourse analysis) are presented. In the second, in the form of a workshop, participants prepare a group CDA research project on a selected topic (e.g. migration in media, domestic violence in media, discourse of public debates on e.g. climate change, health care, human rights, etc.)

Critical Discourse Analysis is sometimes referred to as 'socially engaged' Discourse Analysis. The scope of CDA research covers current social issues and its focus is the reciprocal relationship between language and the socio-cultural context. CDA analyses texts (not only those language-based, but also multimodal) as a reflection of social reality on the one hand and as a tool of constructing reality on the other. The key word for CDA is 'power', both the overt, sanctioned one, e.g. the political structure, and the covert, not entirely recognized in society, which is related to discrimination or stigmatisation of individuals and groups in public discourse. CDA is interested in how and by what means power relations and the ensuing social inequalities are realised, reproduced, legitimised and contested in discourse.

The course is divided into two parts, in the approximate proportion 35% : 65%. In the first, in the form of a lecture with discussion, an overview of CDA, its basic terminology, selected models (including van Leeuwen's social actor representation and Wodak and Reisigl's discourse-historical approach) and tools (with emphasis on corpus-based research and tools of multimodal discourse analysis) are presented. In the second one, in the form of a workshop, participants prepare a group CDA research project on a selected topic. It is also possible to prepare a project for a selected stakeholder, e.g. an NGO. The topics of the project may include, but are not limited to, the discourse representation of migrants and migration, ways of talking about / depicting domestic violence in the media, the discourse of public debates on, for example, climate change, environmental protection, health care, human rights, etc.

Student workload:

Classes: 30 hours

Preparation for classes: 15 hours

Project preparation: 40 hours

Total: 85 hours

Sample publications on Critical Discourse Analysis (selected excerpts will be provided by the instructor on the Kampus platform of the course):

Baker, Paul, Ellece, Sibonile (2011) Key terms in Discourse Analysis, London: Continuum.

Chilton, Paul (2004) Analysing Political Discourse: Theory and Practice, London: Routledge.

Chouliaraki, Lilie, Norman Fairclough (2022) Discourse in Late Modernity: Rethinking Critical Discourse Analysis, Edinburgh: Edinburgh University Press.

Fairclough, Norman (1989; 2nd ed. 2001; 3rd ed. 2014) Language and Power, London: Longman.

Flowerdew, John, Richardson, John (eds.) (2018) The Routledge Handbook of Critical Discourse Studies, London: Routledge.

Hart, Christopher, Cap, Piotr (eds.) (2014) Contemporary critical discourse studies, London: Bloomsbury.

Machin, David, Mayr, Andrea (2012) How to Do Critical Discourse Analysis, London: Sage.

Reisigl, Martin, Wodak, Ruth (2001) Discourse and Discrimination. Rhetorics of Racism and Antisemitism, London: Routledge.

Thurlow, Crispin, Mroczek, Kristine (2011) Digital Discourse: Language in the New Media, Oxford: Oxford University Press.

van Leeuwen, Theo (2008) Discourse and practice: New tools for critical discourse analysis, New York: Oxford University Press.

Wodak, Ruth, Meyer, Michael (eds.) (2001) Methods of Critical Discourse Analysis. London: Sage.

Knowledge: the graduate knows and understands:

-in-depth, biological, cultural and communicative-social aspects of language use

-in-depth, fundamental problems of language use as an interlingual and intercultural phenomenon

-in-depth, research methods used in: psycholinguistics, neurolinguistics, corpus linguistics, digital linguistics and text linguistics, as well as statistical models

-in-depth, the role of language in communication between people and cultures, and linguistic phenomena in a broader cognitive, communicative and social context

-in-depth, the relationship of linguistics (theoretical, computational, cognitive, corpus linguistics) with other fields of (neuro)science

-the work environment as well as economic and legal conditions of work in the profession of a linguist, researcher, software tester, copy editor and copywriter

-the principles of creating various forms of entrepreneurship and the functioning of a linguist within the framework of various forms of entrepreneurship (freelance, translation bureaus, editorial team, research group, educational material preparation company, language technology development company, etc.) on the domestic and international markets

Skills: the graduate is able to:

-to an in-depth degree, search, analyze, evaluate and select information in the native language and foreign languages

-use a foreign language to an advanced degree (C2 level) in specialized terminology in the field of linguistics (theoretical, computational, cognitive, corpus, social/text linguistics)

-communicate in native and foreign language in various professional situations with specialists, using various channels and communication techniques and strategies

-communicate in an understandable way, including with non-specialists, on topics related to linguistics (theoretical, computational, cognitive, corpus, social/text linguistics) and adequately justify the decisions made and language strategies used

-express one's own views and opinions orally and in writing in foreign languages and the native language, and present the views and arguments of third parties in foreign languages and the native language

-interact and work in a group, assuming the role of language mediator in the group

-lead the work of a team in a linguistics project using advanced research methods and new technologies

-independently acquire knowledge in the field of linguistics (theoretical, computational, cognitive, corpus, social/text linguistics) and evaluate the usefulness of the learned methods, practices and procedures in their own professional activity

-independently plan and implement their own education and lifelong learning thanks to the knowledge of various centers related to linguistics (theoretical, computational, cognitive, corpus, social) and thanks to the knowledge of sources that can be used to improve their competence in linguistics

Social competences: the graduate is ready to:

-recognize the importance of the latest linguistic knowledge and critically evaluate research in linguistics (theoretical, computational, cognitive, corpus, social/text linguistics), especially those published in scientific journals and monographs and popular science sources

-recognize the importance of linguistic knowledge in solving cognitive and practical problems and to consult with experts

-adequately identify and resolve problems of interlingual, intercultural and social communication

-initiate and carry out linguistic research, in particular to improve accessibility in the dimensions of language, information and communication

-think and act in an entrepreneurial manner within the framework of ongoing linguistic projects, as well as individual activity in the domestic and international markets

-perform the profession of a language, cultural, educational mediator in accordance with the principles of professional ethics

-uphold the ethos of the linguist profession and observe and develop the principles of professional ethics

-perform the professional role of a linguist responsibly and with an entrepreneurial spirit, taking into account changing social and market needs

Criteria of assessment:

1.class attendance and active participation in in-class discussions (2 unexcused absences allowed)

2. performing the tasks related to the research project as assigned in the research team

3. final report of the project

The final grade is the sum of the following components:

active participation in class: 0-20%

work on the project: 0-30%

final report of the project: 0-50%

Final grade:

99%-100 - 5!

98% - 93% - 5

92% - 85% - 4,5

84% - 77% - 4

76% - 69% - 3,5

68% - 61% - 3

0-60% - 2

not applicable