Studying the Fundamental Approaches to Critical Discourse Analysis: Disclose the Criticism of Power and Ideology

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Discourse analysis and Critical Discourse Analysis (CDA) investigate the networks constructed through language, encompassing cultural, political, and identical systems. CDA stands as a multidisciplinary approach that critically examines language use in societal contexts. At its core, CDA aims to expose power structures and ideological influences embedded within discourse. This article delves into the fundamental approaches of CDA, emphasizing its role in unveiling the criticism of power and ideology. Through an exploration of key theoretical frameworks and analytical tools, this paper elucidates the ways in which CDA unveils the intricate relationships between language, power, and ideology, contributing to a deeper understanding of societal dynamics. However, CDA diverges by critically examining disparities, inequalities, and discriminatory practices entrenched in power and ideology expressed through language. Despite divergent foundational approaches, CDA aims to uncover the interdependence of language, power, and ideology, spotlighting language’s role in both exerting power and perpetuating social inequalities. Dominant ideologies often become naturalized through continuous linguistic use, yet critical discourse analysts strive to expose and contest these embedded power dynamics and ideologies. They serve to awaken individuals complicit in legitimizing these ideologies inadvertently.

Politics of Corporate Social Responsibility in the Education Sector: A Study of Selected Secondary Schools Supported by Kamoto Mine in Central Zambia

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This study explored politics of corporate social responsibility in the education sector. While the provision of education is the primary responsibility of the Zambian government, it was of the considered view that, the mining companies needed to take part in the provision of secondary education as a way of enhancing their Corporate Social Responsibility. After independence, Zambia Consolidated Copper Mines (ZCCM) supported schools and hospitals on the Copperbelt from independence to the early 1990s through its Medical and Education Trust (MET) as its Corporate Social Responsibility (CSR). However, with the privatization of the mines, it has been observed that CSR in the education sector seems to have declined over the years. Therefore, this study sought to fill the knowledge gap by investigating the contributions made by Kamoto Mine to secondary education in selected schools of Sandwe District of Central Zambia. Kamoto and Sandwe are used as pseudonyms for the mine and the district. The study employed a descriptive design with a sample size of 50 participants. Interviews, focus group discussions and questionnaires were used in the collection of data.

The findings showed that, the mining companies had made considerable strides in enhancing their Corporate Social Responsibility in secondary education in Sandwe District. They have spear-headed sports activities, giving presents to higher performing learners, donated teaching and learning materials such as computers, books, pens, and flip-charts. In terms of infrastructure, the mining companies had fenced secondary schools and built 1×3 and 1×6 class room blocks. They had also built computer rooms, science laboratory and toilets. The mining company had no clear sponsorship policies. Nevertheless, they had trained teachers in First-Aid and Information and Communication Technology (ICT).

The study recommended that the mining firms should develop a CSR strategy to be integrated into the business strategy. The mining entity should create a communications plan in their CSR execution with various stakeholders particularly the local community. Partnerships between Ministry of Education and business community is key to encourage dialogue between the mining company and education sector in order to understand and promote CSR principles and practices. In this context, integrating CSR into education, training and research should be prioritized. Government should put in place legislation that would encourage business corporations to have Corporate Social Responsibility policies especially in areas such as education so that business corporations give back to the communities where they are operating from. Since the mining sector is the major contributor to the development of the Zambia’s economy in general and the Zambia’s Treasury in particular, there is need for more studies to be conducted in order to ascertain how much the mining industry is contributing to education as part of their Corporate Social Responsibility.

Instruction of Vocabulary at the Higher Secondary Level in Bangladesh: Integration of Communicative Language Teaching (CLT) with Vocabulary Tasks

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The research aimed to enhance vocabulary instruction at the upper secondary level in Bangladesh by integrating Communicative Language Teaching with vocabulary activities. This study examined the common vocabulary tasks associated with Communicative Language Teaching (CLT) for grades 11-12, current vocabulary learning techniques and tasks, the challenges that impede the effective application of these methods, and the potential strategies for enhancing vocabulary acquisition, focusing on key factors that could improve students’ English vocabulary. A mixed-methods approach was used for data collecting and analysis. The research included surveys from 100 students, interviews with 10 instructors, and classroom observations to gather data. The cluster random sampling approach was used to select samples for this research, focusing on a group of current (Higher Secondary Certificate) HSC-level students and instructors. The objective data acquired via questionnaires were statistically evaluated using descriptive statistics expressed as percentages, whereas the interview and classroom observation data were presented in narrative form via comments. The study’s results suggested that the alignment of CLT and vocabulary activities significantly influenced the development of students’ vocabulary. Research indicated that students and educators extensively use both vocabulary activities and the principles of CLT to enhance vocabulary acquisition. The research identified common issues in vocabulary acquisition and proposed many solutions to facilitate comprehensive vocabulary learning.

Reliability and Validity Testing of the Teacher Digital Literacy Scale

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The purpose of this study was to test the reliability and validity of the Teacher Digital Literacy Scale. Methods: A total of 240 respondents were sampled from 4 universities in Changchun City, Jilin Province， China, and a proportional random sampling method was used to generation sample, after screening and cleaning the data, 194 questionnaires were confirmed as valid questionnaires. The data analysis was performed with the aid of SPSS version 26.0. The Cronbach’s alpha coefficient of the scale is 0.923, and the lowest Cronbach’s alpha coefficient for the five dimensions digital awareness, digital technology knowledge and skills, digital application, digital social responsibility, and professional development is 0.797, indicating that the reliability of the scale is good. For the Exploratory Factor Analysis (EFA), all scale items performed well, and based on the analysis results, the scale is divided into 5 dimensions. The final scale is suitable for the next step of field research.