A Critical Discourse Analysis of the English Language Arts Standards of the Common Core

• In Event: Roundtable Session 7
  In Roundtable Session: Critical Analysis in Education Policy

Abstract

In this study, Norman Fairclough’s model of CDA is used as a social theory and analytical method to conceptualize discourse in educational policy. In particular, Fairclough’s three-stage process of description, interpretation, and explanation are used to address the following questions pertaining to the Common Core: (1) In what ways are the English Language Arts Standards of the Common Core perceived as national content standards by three social actors: the developers, academics, and practitioner advocacy organizations? (2) In what ways are the ELA Standards of the Common Core perceived as the foundation for a language policy and curriculum by three social actors: the developers, academics, and practitioner advocacy organizations? And what are the implications of this for English Language Learners?

Author

• Kristopher Stewart, UW-Madison