A Demonstrative Analysis of News Articles Using Fairclough’s Critical Discourse Analysis Framework

This research focuses on the critical discourse analysis of Teun A. van Dijk's paradigm as applied to the news article published on Detik.com titled "Viral! Husband in East Jakarta Was Assaulted and Dragged by a Car When He Caught His Wife Cheating." The study employs a qualitative descriptive method with techniques including observation and reading, data classification, analysis, presentation, and conclusion. The findings indicate that the news article aligns with the critical discourse analysis model, encompassing text structure (macrostructure, superstructure, microstructure), social cognition, and social context as outlined in Teun A. van Dijk's theory. This research contributes to discourse analysis scholarship by illustrating how van Dijk's theoretical framework can reveal the underlying structural and social dimensions of contemporary digital news media.

Gay men's health typically relies on traditional forms of qualitative analysis, such as thematic analysis, and would benefit from a diversity of analytic approaches. Such diversity offers public health researchers a breadth of tools to address different kinds of research questions and, thus, substantiate different types of social phenomenon relevant to the health and wellbeing of gay men. In this article, I compare and contrast three qualitative analytic approaches: thematic, critical discourse, and conversation analysis. I demonstrate and distinguish their key analytic assumptions by applying each approach to a single data excerpt taken from a public health interview conducted for a broader study on gay men's health. I engage in a discussion of each approach in relation to three themes: its utility for gay men's health, its approach to dilemmas of voice, and its capacity for reflexivity. I advocate that qualitative researchers should capitalise on the full range of qualitative analytic approaches to achieve the goals of gay men's health. However, I specifically encourage qualitative researchers to engage with conversation analysis, not only because of its capacity to resolve dilemmas of voice and to achieve reflexivity, but also for its ability to capture forms of social life hitherto undocumented through thematic and critical discourse analysis.

Introduction A. English in larger contexts Viv Ellis English as Subject Andy Goodwyn English and Literacy in Education - National Policies Andy Kirkpatrick World Englishes E.Y.L Ho Literary Criticism (and Coda: Literary Criticism and Stylisation - Leung and Street) B. English in Studies of Language Jens Normann Jorgensen and Janus Spindler Moller Polylingualism and Languaging Ofelia Garcia Multilingualism and Language Education Tope Omoniyi EIL/ELF in postcolonial and neo-millenial contexts: Bernard Mohan and Tammy Slater Systemic functional linguistics Jan Blommaert Sociolinguistics Stanton Wortham and Katherine S. Mortimer Linguistic Anthropology Paul Prior Semiotics Karin Aijmer Pragmatics Celia Roberts Interactional Sociolinguistics Mike Stubbs Semantics Andrew Carnie Formal Syntax Sue Maingay Phonetics and Phonology Kieran O'Halloran Corpus Linguistics Chris Jenks Conversation Analysis Betsy Rymes: Communicative Repertoire Ruth Wodak Critical Discourse Analysis Radha Iyer, Margaret Kettle, Allan Luke, and Kathy Mills Critical Applied Linguistics Jens Brockmeier Narrative as cultural practice Dina Lopez and Lesley Bartlett Learning English, Negotiating Identities C. English in Education Theresa Lillis Academic Literacies David Russell and Irene Clark U.S. First-year Composition and Writing in the Disciplines: Ken Hyland English for Academic Purposes Bruce Horner Writing in the Disciplines/Writing across the Disciplines Peter Freebody, Georgina Barton and Eveline Chan Literacy Education Kate Pahl New Literacy Studies D. English in New Communicative Technologies Colin Lankshear and Michele Knobel Englishes and Digital literacy practices: Jennifer Rowsell and Lisha Chen English Studies through a New Literacy Studies-MultiModal Lens James Simpson and Aisha Walker New technologies for English language learning and teaching Catherine Beavis Games and Broadcast Language Elsa Simoes Freitas Language of Advertising

This study aimed to explore the dissemination of HIV/AIDS-related information and risk factors on social media during AIDS Weeks, helping policymakers and public health organizations understand how the public utilizes social media to formulate strategies for AIDS health campaigns better. This study used Latent Dirichlet Allocation (LDA) topic modeling and sentiment analysis to investigate the distribution of themes and people’s reactions during AIDS Weeks. Additionally, Critical Discourse Analysis (CDA) was employed to further examine the social structures, cultural contexts, and power dynamics underlying the discourse. From 2018 to 2021, 48437 posts were analyzed, revealing 21 topics coded and categorized into six main themes: Response Methods, Specific Topics, Promotion, Virus Status, Specific Groups, and Positive Feedback. Critical discourse analysis uncovered a parallel trend of demonstrating both threat and efficacy in AIDS Week promotion in China. However, the lack of actionable prevention information may reduce behavioral intentions. The top-down implementation approach ensures efficient execution at all levels but also results in formalism during AIDS Week. Text themes vary annually based on slogans and social contexts, requiring localization for effective implementation and overcoming cultural barriers detrimental to health promotion. Cultural context and social structures contribute to issues such as formalism and stigmatization of marginalized groups. We suggest enhancing user engagement and interaction through social platforms during AIDS Week activities. Collaboration between public health organizations and social media companies can further increase public awareness of the disease, mitigate societal biases, and provide accurate and practical prevention guidance.

Studies of business discourse examine how the work of a business institution gets accomplished through talk and texts. Academic and practitioner interest in business discourse has emerged in a social context where business institutions, notably corporations, have a powerful presence in the world. Close attention to business discourse is predicated on the following suppositions: that people spend a significant portion of their lives in business institutions, that this work gets accomplished primarily through talk and texts (especially as managers and in a knowledge economy), and that there are better and worse ways to practice discourse. The study of business discourse is international and approached from multiple disciplines and perspectives, including various forms of → Discourse Analysis – such as → action‐implicative discourse analysis, discursive psychology, and critical discourse analysis – conversation analysis and ethnomethodology, organizational communication, management theory, sociolinguistics, pragmatics, genre analysis, ethnography, and narrative analysis.

This research identifies important features of mathematics learning from the accounts of early school leavers. These students were enrolled in a Youth Reconnected Program at a Technical and Further Education [TAFE] college. Specifically, it examines the relationship between their experiences of mathematics learning in two different social contexts, the program and secondary school classrooms, the discourses and associated discursive practices of these two contexts, and the forms of identities of participation that are constructed in them. Drawing on a social theory of learning and critical discourse theory, the research identifies the processes by which membership in communities of learning is achieved and identities discursively constructed. It draws on the accounts of forty-three early school leavers and six staff members located in a Youth Reconnected Program, a program designed to re-engage early school leavers in education and or training, about their prior experiences of secondary school and their current experiences of TAFE. From these accounts, the thesis seeks to explicate their experiences of learning mathematics in both contexts and to consider the implications of different student experiences of learning for mathematics education. Critical discourse analysis provides the means for applying this framework to examine the discourses, discursive practices, identities, and forms of participation constructed in the accounts. It views the accounts as constituted by their social context. It shows how the language of the accounts works to construct particular versions of reality and how relations of power construct particular identities. It allows a richer qualitative exploration of the reported practices of mathematics classrooms with particular regard to linking the theoretical and practical concerns of this study. It makes transparent the relations between the social (including relations of power and domination), discourse, and discursive practice, thus enabling a more in-depth reading of the participants‘ accounts. Discourses about two different experiences of mathematics learning were identified—one about mathematics learning in the Youth Reconnected Program (TAFE) and the other about mathematics learning in secondary schools. The discourses and their associated discursive practices—differing application of instructional style, communication and interaction, source of authority, pace of instruction, grouping of students and assessment— were found to contribute significantly to the construction of particular student identities and forms of participation. Student experiences emphasised the importance of four characteristics for membership in a community of learners—mutual engagement, joint enterprise, shared repertoire and access. These characteristics and practices were shown to contribute substantially to the construction of identities of participation in mathematics learning for most of the students who participated in this study. There was strong evidence to indicate that small class sizes impacted significantly on student engagement and participation in learning. A crucial factor here rests with the role of the teachers and tutors and how, given the opportunities for reduced class size, they implement, sustain and maintain interactions with the students for effective teaching and learning to occur. If in this context, consistent interactions are provided that also includes clear and explicit explanations, discussion, and negotiation, students are more likely to maintain their interest and actively participate in mathematics learning. This study‘s significance is twofold. It lies in the critical importance of the issue it addresses—student participation in mathematics learning—and the articulation of a social theory of learning with critical discourse theory to enable a different and more effective understanding of the significance of discourses, identities and communities of participation in mathematics learning. Although the study cannot claim generalisability across other populations of learners or across all mathematics and TAFE classrooms because of the small select sample of early school leavers drawn upon, by highlighting these accounts of students‘ learning experiences in some mathematics classrooms and the TAFE program, and their associated experiences of them, it draws attention to a different perspective on mathematics learning. In this alternative framing, learning as a social process is contingent on access to the discourse of mathematics learning and the discursive practices that support learning, participation, and membership in a community of mathematics learners. An attention to the social processes of mathematics learning infers a significant role for mathematics teachers in enabling student access to certain discourses and communities of learning. Such a role is often neglected in current contexts of accountability that specify a focus on achieving syllabus outcomes.

Corpus-assisted discourse studies (CADS) combine corpus linguistics and (critical) discourse analysis to explore how language reflects and shapes discourse. CADS researchers derive macro-level social explanations based on micro-level description of texts. Interpretation (the meso level of discourse analysis) is mostly accomplished by deriving discursive patterns from linguistic patterns observed across many texts. CADS blends close reading (examining individual examples in concordances) and distant reading (looking at results of keyword and collocation analyses). While effective, we argue that CADS lacks a true integration of qualitative and quantitative techniques, which results in a unidirectional workflow where qualitative-hermeneutic interpretation is detached from quantitative analysis. To bridge this gap, we propose operationalising the grouping of linguistic surface realisations in terms of discoursemes – building blocks for discourse analysis. Discursive patterns can then be approximated by co-occurrences of discoursemes. We demonstrate the usefulness of our approach by means of a case study analysing the discourse related to refugees in the German federal parliament during two salient moments in Germany’s history. The case study is carried out using a new open-source software toolkit that facilitates the construction of a consistent database of discoursemes and overcomes some of the technical limitations faced by most CADS studies. Corpus-assisted Discourse Studies (CADS); Critical Discourse Analysis (CDA); German parliamentary debates (GermaParl); Corpus Workbench (CWB); discoursemes

This chapter investigates and endorses the integration of two existing research traditions, electronic discourse analysis (EDA) and critical discourse analysis (CDA), into a more powerful and comprehensive form of analysis of electronic discourses, Critical Electronic Discourse Analysis (CEDA). It sets this analytic project against the massive, unpredictable changes in culture and society which are associated with the electronic media revolution. It argues for innovative forms of analysis, in which ‘electronic discourse analysis’ acquires two over-lapping interpretations: electronically enabled analysis of discourses in all media; and all forms of analysis of electronic discourses and the social forms they express. It uses McLuhan and multi-modality theory to argue for major continuities and significant breaks in semiotic modes over long periods. It argues that powerful innovations in analysis and technology need to recognize and incorporate the two fundamental semiotic modes, digital and analogue, and not seek to replace one with the other.

Discourse is the study of language beyond the sentence level concerning its social and cultural practices in context. This paper 'Language as Discourse' mainly aims to analyze and explore the contribution of Critical Discourse Analysis (CDA) in education and Classroom Discourse Analysis critically to ensure an effective teaching-learning process for better academic achievement. Similarly, it also provides insights on language, discourse, discourse analysis, and Critical Discourse Analysis. This theoretical study reveals that Critical Discourse Analysis (CDA) contributes a lot to education by providing the lens to the learners to view the outer world through critical eyes and by encouraging them not only to question and criticize the dominations, suppressions and oppressions existed inside the classrooms and society but also to empower them for the emancipation and transformation. It was also found that analyzing the discourses observed inside the classrooms as Classroom Discourse Analysis assumes, facilitates the teachers for active interaction or communication inside the classroom in harmony with Initiation-Response-Feedback (IRF) chain for the better academic achievement. The study has been concluded with a note that the pedagogy of Nepal should also be guided towards interactive, communicative, emancipatory, and interactive mode where teachers and learners are the responsible change agents for it. This study will provide some insights for those who want more exploration of discourse, discourse analysis, Critical Discourse Analysis (CDA), and Classroom Discourse Analysis through the critical and analytical eyes.

Critical and descriptive goals in discourse analysis

Discourse analysis is a name given to a variety of approaches that study texts, talk and language in use or discourse, via different epistemological and theoretical traditions (e.g. social constructionism, post-structuralism) and within different disciplines (Fairclough, 1992; Wetherell, Taylor & Yates, 2001). Critical discourse analysis (CDA) is a specific, though still broad, form of discourse analysis which began developing in the late 1980s as a ‘problem-oriented interdisciplinary research programme, subsuming a variety of approaches, each drawing on different epistemological assumptions, with different theoretical models, research methods and agenda’ (Wodak, 2013, p. xx), to examine the social and political context of discourses. Despite CDA being firmly established within the social sciences, owing to such diversity, there is no one prescribed method, singular or ‘best’ approach to CDA (Wetherell et al., 2001).

This study proposes the concept of “Sociology of Artificial Intelligence” as a new subdiscipline that theoretically explores the multidimensional effects of artificial intelligence technologies on social structures. It argues that digital transformation represents not only a technical development but also a process of reconstruction at cultural, ethical, and institutional levels. The transformations induced by AI systems in labour regimes, algorithmic cultural production, identity construction, and privacy are examined within the theoretical frameworks of classical sociologists, including Durkheim, Weber, Marx, Bourdieu, and Foucault. Furthermore, the study develops new theoretical insights through contemporary concepts, including surveillance capitalism, digital subjectivity, and ethical accountability. Methodologically, the proposal is grounded in qualitative approaches, including critical theory, digital ethnography, and discourse analysis. AI is considered not merely a tool but an active social agent that reshapes social norms, relationships, and meaning structures. The Sociology of Artificial Intelligence thus represents an interdisciplinary yet sociologically rooted perspective that critically interrogates social inequalities, cultural codes, and power relations. In this context, the study aims to provide a conceptual foundation for future empirical research on the societal implications of AI technologies.

The Hypertext 2015 Doctorial Consortium session is held the first day of the 26th ACM Conference on Hypertext and Social Media. It offers Ph.D. students an opportunity to present their ongoing research towards obtaining a Ph.D. degree in the disciplines related to the conference, mostly in Computer and Information Sciences but not limited to them. The themes of the submissions are strongly connected to the research tracks of this year's conference: Digital Connectivity, Data Connectivity and Digital Humanities. The Digital Connectivity track targets developing insights into the mechanisms of information generation and dissemination, characterization of evolutionary processes on online social networks, and studies of models and systems that support these processes. The second track, Data Connectivity, deals with the methods, techniques and technologies that can be used to make data available on the Web, with a special focus on how heterogeneous data sources can be connected to each other. Finally, the track of Digital Humanities seeks to attract work from an interdisciplinary perspective, on the intersection between computer science on one hand, and the humanities and social sciences on the other. During the DC session, students receive constructive feedback from their peers and from a panel of mentors to support them in envisioning added-value contributions to the state-of-the-art research in Hypertext and Social Media. The consortium session is open to all doctorial students by application. Each submission was reviewed by three senior researchers in the topics the students made their submissions. The DC session is aimed in particular at students who have defined a dissertation topic but are still more than one year from graduating at the time of application in order to obtain benefits from feedback. This year, the committee has accepted three contributions to be presented during the Doctorial Consortium session: Automated Methods for Identity Resolution in Heterogeneous Social Platforms by Paridhi Jahin. In this work, connected to the digital and data connectivity tracks of the conference, the author proposes novel methods to search and link user identities scattered across heterogeneous social networks. The methods consider carefully users' privacy, so they are designed to access only public and historic data. The evaluation is proposed on large datasets over multiple platforms to prove their significance in identity resolution of an online user. Language Innovation and Change in On-line Social Networks by Daniel Kershaw. As a fundamental aspect for human communication, this research focuses on forecasting online language change through the use of predictive and descriptive methodologies. This work is framed within structuration theory which helps the researcher in structuring the analysis of the dynamics of language (re)production - i.e. by the agent (user), the social structure and their interplay. A Framework to Provide Customized Reuse of Open Corpus Content for Adaptive Systems by Mostafa Bayomi. This work deals with issues of reusability of contents on adaptive systems. Adaptive systems tailor content specific to user's needs, but they face two big problems: (a) they use a closed corpus content that has been prepared for them a priori, and (b) the content is tightly coupled with other parts of the system, which hinders its reusability. This work presents a proposal that leverages the semantic web by extending an existing content provision system, Slice-pedia.

Critical discourse analysis is a rapidly growing, interdisciplinary field of inquiry that combines linguistic analysis and social theory to address the way power and dominance are enacted and reproduced in text. Critical discourse analysis is primarily concerned with the construction of social phenomena and involves a focus on the wider social, political, and historical contexts in which talk and text occur, exploring the way in which theories of reality and relations of power are encoded and enacted in language. Critical discourse analysis moves beyond considering what the text says to examining what the text does. As an interdisciplinary and eclectic field of inquiry, critical discourse analysis has no unifying theoretical perspective, standard formula, or essential methods. As such, there is much confusion around what critical discourse analysis is, what it is not, and the types of projects for which it can be fruitfully employed. This article seeks to provide clarity on critical discourse analysis as an approach to research and to highlight its relevance to social work scholarship, particularly in relation to its vital role in identifying and analyzing how discursive practices establish, maintain, and promote dominance and inequality.

This study examines how Russian state-controlled digital media construct national identity through interlinked discursive strategies in the digital sphere. Using Critical Discourse Analysis and a multimodal approach, the research analyzes 2022–2024 content from RT, TASS, and RIA Novosti, focusing on cultural narratives embedded in news articles, features, and multimedia. Findings reveal three dominant narrative frames: (1) historical and civilizational continuity, particularly the mobilization of Great Patriotic War memory and Soviet legacy to legitimize current policies; (2) external threat framing, portraying the West as an adversarial force to reinforce in-group solidarity; and (3) cultural diplomacy, projecting Russia as a resilient, sovereign civilization through heritage preservation, international festivals, and non-Western partnerships. These strategies operate consistently across platforms, suggesting centralized coordination in aligning state identity objectives with mediated public perception. The study contributes to theoretical debates on digital authoritarianism, memory politics, and soft power by demonstrating how multimodal discourse integrates history, security, and culture into a cohesive national narrative. While limited to three major platforms, the methodological framework offers applicability for comparative studies in other national contexts. The findings underscore the role of digital media as a strategic site of identity engineering in contemporary statecraft.