Discourse of culture and ideology in two African novels: Evolving a proto-literacy model




Discourse of culture and ideology, proto-literacy model, critical discourse analysis or CDA, processes of transitivity, language-literature interface, African novel


This innovative sociolinguistic study adopted the discourse of culture and ideology as framework in evolving a proto-model of literacy development. The language-literature interface was the approach which allowed for the use of the critical discourse analysis or CDA of transitivity processes in the analysis of the ideological discourse in the two African novels, The Texture of Dreams by Yitbarek, and The Beautiful Things That Heaven Bears by Mengestu. The target learners for the pedagogical model were non-participant college freshmen in a state university in Benguet, Philippines since the study navigated on a bold and trail-blazing innovation as benchmark in language curriculum renewal anchored on reflective practice. Both a priori and a posteriori principles of language curriculum renewal were adopted in the design of the proto-model where a matrix of literacy skills was identified and re-classified from the gathered baseline data of feedback and observations from the stakeholders and the personal portfolio of professional practice by the researcher, and ultimately, from the result of the CDA. Corpora for the study were the sample extracts from both novels. The significant pedagogical reflection from the study articulated the crucial role of critical reading of the novel in terms of its discourse of ideology and culture as effective context for higher level of reading comprehension; this highlighting the importance of making inferences from propositions, suppositions, and implicatures as well as noting cultural load in literary language. The study recommends for the use and teaching of CDA of transitivity processes among college students to look into the discourse of culture and ideology which in turn promote effective reading comprehension. Likewise, language curriculum enhancement can take off from a sociolinguistic case study that is anchored on reflective practice of the language-literature interface.


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How to Cite

Esnara, C. B. (2023). Discourse of culture and ideology in two African novels: Evolving a proto-literacy model. Research Journal in Advanced Humanities, 4(1). https://doi.org/10.58256/rjah.v4i1.989




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