G. Edzordzi Agbozo
ABSTRACT
In this paper I discuss how I used the technics of Multimodal Critical Discourse Analysis to guide students’ critical engagement with technical writing and design project for transnational/international/global context. I describe the motivation for this pedagogy, students’ learning activities, and digital project. I then discuss some outcomes from this class as well as implications for technical and professional communication. Although I currently discuss results from one face-to-face classroom at this stage, I show the possibility of an experiment to integrate critical approaches into our pedagogy in an effort to guide students’ conscientiousness about transnational/international/global contexts.
- Tracy Bridgeford, Karla S. Kitalong, and Dickie Selfe. 2004. Innovative approaches to teaching Technical Communication. Utah State University Press.Google Scholar
- Benadette Longo. 1998. An approach for applying cultural study theory to technical writing research, Technical Communication Quarterly, 7:1, 53-73.Google ScholarCross Ref
- Benadette Longo, & K. Fountain. 2013. What can history teach us about technical communication? In J. Johnson-Eilola & S. Selber (Ed.), Solving problems in technical communication (pp. 165-186). Chicago: The University of Chicago Press.Google Scholar
- Lloyd F. Bitzer. 1968. The rhetorical situation. Philosophy & rhetoric, 1-14.Google Scholar
- John M. Lannon, and Laura J. Gurak. 2020. Technical Communication, 15th ed. Pearson.Google Scholar
- Carolyn Miller. 1979. A humanistic rationale for technical writing, College English, 40(6), pp. 610-617.Google Scholar
- Deborah Balzhiser, Charise Pimentel, and Amanda Scott. 2019. Matters of form: Questions of race, identity, design, and the U.S. census. Technical Communication Quarterly, 28(1), pp. 3-20.Google ScholarCross Ref
- Victoria L. Bergvall, and Kathryn A. Remlinger. 1996. Reproduction, resistance and gender in educational discourse: The role of critical discourse analysis. Discourse & Society, 7(4), pp. 453-479.Google ScholarCross Ref
- Norman Fairclough, 2015. Language and power. Routledge.Google Scholar
- Ian Roderick. 2016. Critical discourse studies and technology: A multimodal approach to technoculture. Bloomsbury.Google Scholar
- Theo A. van Djik. 2008. Discourse and context: A socio-cognitive approach. Cambridge University Press.Google Scholar
- Teun A. van Djik. 2011. Multidisciplinary CDA: A plea for diversity, in R. Wodak and M. Meyer (eds.). Methods of critical discourse analysis. Sage.Google Scholar
- Teun A. van Djik. 2003. The Discourse-Knowledge Interface. In: Weiss G., Wodak R. (eds) Critical Discourse Analysis. Palgrave Macmillan.Google Scholar
- Ruth Wodak and Michael Meyer. 2016. Methods of critical discourse studies. Sage.Google Scholar
- Michel Foucault. 1972. The archaeology of Knowledge and the discourse on language.Pantheon Books.Google Scholar
- Michel Foucault. 1978. The History of sexuality volume 1: An introduction (R. Hurley, Trans.) Pantheon Books.Google Scholar
- Norman Fairclough. 2003. Analysing discourse: Textual analysis for social research. Routledge.Google Scholar
- Michael Weber. 1968. Wirtschaft und gesellschaft (Economy and society: An outline of interpretive sociology). Roth, G. and Wittich, C. (Eds.). Bedminster Press.Google Scholar
- Michel Foucault. 1975. Discipline and punish: The birth of the prison. Vintage.Google Scholar
- Ian Roderick. 2018. Multimodal critical discourse analysis as ethical praxis, Critical Discourse Studies, 15:2, 154-168.Google Scholar
- Ellen Barton and Susan Eggly. 2009. Ethical or unethical persuasion? The rhetoric of offers to participate in clinical trials. Written Communication, 26, 295–319.Google ScholarCross Ref
- Anabela Carvalho and Jacquelin Burgess. 2005. Cultural circuits of climate change in U.K. broadsheet newspapers, 1985–2003. Risk Analysis, 25, 1457–1469.Google ScholarCross Ref
- Carolyn Dunn and Michelle Eble. 2015. Giving voice to the silenced: Using critical discourse analysis to inform crisis communication theory. Journal of Business Ethics, 132(4), 717-735.Google ScholarCross Ref
- Angela A. Haas and Michelle Eble. 2018. Introduction: The Social Justice Turn. In A. Haas & M. Eble (eds.), Key theoretical frameworks: Teaching technical communication in the twenty-first century (pp. 3-19). University Press of Colorado.Google Scholar
- Dennis Jancsary, Markus A. Hollerer, and Renate E. Meyer. 2016. Critical analysis of visual and multimodal texts. In Wodak, R., & Meyer, M. (Eds.). Methods of critical discourse studies (pp.180-204). Sage.Google Scholar
- David Machin and Andrea Mayr. 2013. How to do critical discourse analysis. Sage.Google Scholar
- Simons, Gary F. and Charles D. Fennig (eds.). 2018. Ethnologue: languages of the World, 21st Ed. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com.Google Scholar
- Elvis Yevudey and G. Edzordzi Agbozo, 2019. Teacher trainee sociolinguistic backgrounds and attitudes to language-in-education policy in Ghana: a preliminary survey. Current Issues in Language Planning, 20 (4), 338–364.Google ScholarCross Ref
- G. Edzordzi Agbozo and Elvis ResCue. 2020. Educational language policy in an African country: Making a place for code-switching/translanguaging. Applied Linguistics Review, 11(3), pp. 1-21.Google Scholar
Recommendations
A Critical Review of Educational Technology in English Language Teaching in China
Educational technology has been widely applied in the English Language Teaching (ELT) in China for a long period of time. Especially since the 1990s with the development of information technology, it has become an indispensable part of ELT in Chinese ...
Towards teaching as design
Recent research suggests that training teachers as learning designers helps promote technology-enhanced educational innovations. However, little attention has been paid so far to the interplay between the effectiveness of Teacher Professional ...
Teaching how to teach computational thinking
Computational Thinking is argued to be an essential skill for the workforce of the 21st century. As a skill, Computational Thinking should be taught in all schools, employing computational ideas integrated into other disciplines. Up until now, questions ...
Comments