LINGUISTICS AND CULTURAL STUDIES INTEGRATION INTO SOCIAL AND POLITICAL SCIENCE COURSE
This article reveals the meaning and content of the linguistic and cultural studies integration into social and political science course in the training of future politicians. The article reflects the importance of linguistic and cultural studies for the formation of language competence of students as well as skills of political communication, for understanding the characteristics of the country’s social and political issues. The interdisciplinary approach emphasises the relationship in the study of linguistic, cultural, and political agenda, characterises the interdisciplinary essence of regional studies. The critical discourse analysis (CDA) of political texts was chosen as the key methodological strategy for the efficient development of political communication and problem-solving skills. The authors propose the implementation of a special interdisciplinary course for the first-year students majoring in philology and political studies, focused on the studying the political and cultural features of a language-targeted country by means of CDA. We compared the results of students’ political communication skills development prior and post- course period and we observed the improvement according to the following criteria: perception of the vocabulary and functional language structures (by 17%); analysis of cultural and political agenda from the explicit and implicit language structures (by 23%); text annotation (by 50%); text production, distribution and target audience analysis (by 10%). Moreover, it was observed that CDA implementation facilitated the development of critical thinking skills as well as the skills of texts decoding.
Aljiffri, I. (2010). Effects of the Integrated Approach to Teaching English and Social Studies. Journal of Educational & Psychological Sciences, 11 (3), 11-31. Retrieved 10 January 2019 from https://sites.google.com/site/tijepa2010/home.
Chambers, A. (2005). Integrating corpus consultation in language studies.Language Learning & Technology, 9(2), 111-125. Retrieved 15 March 2019 from https://eric.ed.gov/?id=EJ846327
Dijk, T.A. (2015). Critical Discourse Analysis. In D. Tannen, H. E. Hamilton, and D. Schiffrin (Eds.), The Handbook of Discourse Analysis, Second Edition. John Wiley & Sons, Inc.
Eggins, S. (2004) An Introduction to Systemic Functional Linguistics.London, U K:Continuum
Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., Clair St., L., &Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of in-service science teachers. TechTrends, 53(5), 70-79. https://doi.org/10.1007/s11528-009-0328-0
Angel, L. (2014). Critical Discourse Analysis in Applied Linguistics: A Methodological Review. Annual Review of Applied Linguistics. 34: 213–232. doi:10.1017/S0267190514000087
Morska, L., Horpinich, T., &Olendr, T. (2018).Teaching Medical Students’ Professional English Reading on the Basis of Individual Cognitive Learning Styles. Science and Educatin, 2, 86-93. Retrieved 10 January 2019 from dspace.pdpu.edu.ua/jspui/handle/123456789/118
Mullet, D. R. (2018).A General Critical Discourse Analysis Framework for Educational Research. Journal of Advanced Academics, 29(2), 116–142. https://doi.org/10.1177/1932202X18758260
O'Byrne, W. I., &Pytash, K. E. (2015). Hybrid and blended learning. Journal of Adolescent & Adult Literacy, 59(2), 137-140. https://doi.org/10.1002/jaal.463
Olusegun, B. S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education, 5(6), 66-70. Retrieved 10 January 2019 from https://www.tandfonline.com/loi/cwse2015
Rahimi, Elahe (May 2015). "Critical Discourse Analysis and Its Implication in English Language Teaching: A Case Study of Political Text". Theory and Practice in Language Studies, 5 (3), 504–511. https://doi.org/10.17507/tpls.0503.08
Roth, W. M. (2010). Learning environments research, lifeworld analysis, and solidarity in practice. Learning Environments Research, 2, 225-247.https://doi.org/12.11193/34114188-2010-2
Stanley, G. (2013). Language learning with technology: ideas for integrating technology in the language classroom. Cambridge: Cambridge University Press.
Starfield, S. (2014).Revue française de linguistiqueappliquée/Current and Future Directions in English for Specific Purposes Research. Revue française de linguistique appliquée, XIX (1), 9-14. Retrieved 15 July, 2018 from
Toolan, M. (Ed.) (2009). .Language Teaching: Integrational Linguistic Approaches. New York: Routledge. https://doi.org/10.4324/9780203882269
Wodak, R., Meyer , M. (2001). Methods of Critical Discourse Analysis. Sage Publications.
Copyright (c) 2019 Wojciech Pomykalo, Oksana Omelchenko
This work is licensed under a Creative Commons Attribution 4.0 International License.
ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)