Integrating Critical Discourse Analysis In Teaching Literary Texts To Algerian Efl Learners: A Practical Guide

Abstract

Teaching literature to EFL learners has always been a frustrating area for teachers and learners, especially because it requires a thoroughgoing analysis of the text’s linguistic, social, political, and cultural attributes. Interestingly enough, Critical Discourse Analysis (CDA), an approach to text analysis, has emerged to elucidate the relations existing between language, power, and ideology. Incorporating CDA in literature classes allows learners to think critically about the functions of the authors’ linguistic choices and the way discourse influences and is influenced by society. This paper provides a theoretical account of CDA and teaching literature to Algerian learners and introduces some implications, guidelines, and activities on how to implement CDA when teaching literature in EFL classes.