Critical Discourse Analysis of Language Policy Voices in the Tunisian Higher Education Context
Critical Discourse Analysis of Language Policy Voices in the Tunisian Higher Education Context
Author(s): Aicha RahalSubject(s): Social Sciences, Language and Literature Studies, Education, Foreign languages learning, Higher Education
Published by: Universitatea »Babes Bolyai« Cluj - Facultatea de St. Economice si Gestiunea Afacerilor
Keywords: Tunisian higher education; Language policy documents; CDA.;
Summary/Abstract: The current linguistic situation in Tunisia is characterized by diversity including three main languages, namely Arabic, French and English. However, there is no clear governmental policy regarding the status of French and English. The present study investigates language policy voices in Tunisian higher education using Norman Fairclough’s (2003) Critical Discourse Analysis (CDA) approach. It examines a number of language policy documents, namely language policy reports, political speeches and an interview. It concludes that there are three prominent voices, including Arabization, the preservation of the French language and the promotion of the status of English.
Journal: Lingua. Language and Culture
- Issue Year: XX/2021
- Issue No: 2
- Page Range: 164-175
- Page Count: 12
- Language: English
