THE ROLE OF CRITICAL DISCOURSE ANALYSIS IN ENGLISH LANGUAGE PEDAGOGY

Abstract

Critical Discourse Analysis (CDA) has emerged as a powerful tool in English Language Pedagogy, offering educators and learners a means to uncover the underlying ideologies, power structures, and social inequalities embedded in language use. By integrating CDA into English language teaching, instructors can foster learners' critical thinking, sociolinguistic awareness, and the ability to interrogate texts beyond their surface meanings. This approach not only enhances linguistic competence but also promotes active citizenship and empowerment in diverse sociocultural contexts. The paper explores how CDA can be effectively applied within language classrooms, examining its implications for curriculum design, material selection, and learner engagement. Through a review of current pedagogical practices and case studies, the study highlights the transformative potential of CDA in developing reflective, informed, and critically conscious language users.