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1、CriticalClassroomDiscourseAnalysisB.KUMARAVADIVELUSanJoséStateUniversityMyprimarypurposeinthisarticleistoconceptualizeaframeworkforconductingcriticalclassroomdiscourseanalysis(CCDA).Ibeginwithacritiqueofthescopeandmethodofcurrentmodelsofclassroominteractionanalysisandcl
2、assroomdiscourseanalysis,arguingthattheyofferonlyalimitedandlimitingperspectiveonclassroomdiscourse.IthencontendthattheconceptsofdiscourseenunciatedinFoucauldianpoststructuralismandSaidianpostcolonialismcanbeemployedtodevelopacriticalframeworkforunderstandingwhatactuall
3、ytranspiresintheL2classroom.Drawinginsightsfromthesetwodiscoursetradi-tions,IattempttoconstructaconceptualframeworkforCCDAandpresentbasicprinciplesandproceduresthatmightmakeCCDApos-sible.IconcludethearticlewithsuggestionsforfurtherexplorationthatCCDAmightopenup.Afewyear
4、sago,IwasteachingintheMATESOLprogramofauniversityinthesoutheasternpartoftheUnitedStates.InadditiontocoursesinTESOL,theprogramatthattimewasofferingclassesforadvancedinternationalstudentsaimedatimprovingtheirreadingandwritingskills.Itwaspartofmyadministrativeresponsibilit
5、y,asdirectoroftheprogram,toperiodicallyreviewtheteachingeffectivenessoftheinstructorsteachingthoseclasses.Oneday,ataboutthemidpointinasemester,IobservedaclasstaughtbyDebbie(apseudonym).Theclassconsistedof20studentsmostlyfromtheMiddleEastandSoutheastAsia.Debbiehadputtoge
6、theracoursepackofreadingsunderthetheme“AmericanHeroes.”ItconsistedofselectedtextsaboutoutstandingU.S.politicians,scientists,artists,andthelike.Thereadings,Ithought,werewellchosenandwellorganized.Onthedayofmyobservation,Debbiechosetouseatextcalled“MissiontotheMoon.”Shest
7、artedwithprereadingquestionsthatelicitednomorethanmonosyllabicresponsesfromherstudents.SheexplainedtheheroiccontributionmadebytheApollo11astronautstoadvancethefrontiersofknowledge.Shethenaskedseveralcomprehensionquestions,towhichherstudents,againreluctantly,answeredinmo
8、nosyllables.Shecontinuedinthesameveinandendedtheclassaftergivingawritingassignment.Asprearranged,TESOLQUARTERL
