Title: Identifying Ideologies of War and Peace in EFL Reading Material for Peace Education: A Systemic Functional Linguistics Approach
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Presentation Type: Virtual Presentation
Authors:
Koji Osawa, Kyoto University of Advanced Science, Japan
Abstract:
As Montessori (1972) states "education is the best weapon for peace (p.54)," peace education has played a vital role in promoting world peace (Bajaj, 2019). Although few research has been conducted by TESOL professionals into this realm, it is valuable for them to promote peace education (Kruger, 2012). One useful pedagogy for peace education is critical reading, through which learners read a text, interrogate the ideologies reflected in it, and get motivated for social change (Sun, 2017). However, as Mannheim (1936) states "the same world can appear differently to different observers (p.5)," a difficulty may arise when educators interpret the ideologies inherent in reading material. This presentation aims at introducing how educators identify ideologies in EFL reading material for peace education. The topic of the material is war and peace, and the analytical tool is transitivity analysis within systemic functional linguistics (Halliday & Matthiessen, 2013), which enables us to clarify the types of processes (e.g. action, saying, sensing verbs) and their relations to the participants (e.g. things, people) (Eggins, 2004). This will help educators understand and explicitly show, to students, how the inherent ideologies in reading texts are linguistically constructed, resulting in students' critical reading for peace education. I will show the ideologies in reading material, describing the participants of war (e.g. the bomb, hell) and peace (e.g. world peace, children), and the associated processes (e.g. spread, pursue, pray, learn). Then, I will discuss how a critical view of reading material could help TESOL educators promote peace education.
Virtual Presentation
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