ABSTRACT This paper examines classroom discourse from English lessons that implemented a critical literacy unit focused on a contextualised social issue. Utilising the theoretical notion of frame, the analysis of classroom excerpts highlights how ideologies about English teaching and learning at times enter the discourse of the classes, not only overtly through the teacher’s talk but also through the more subtle, interactional orchestration of activities. These ideologies, it is argued, pedagogically position the lessons with reference to a procedural, exam-oriented frame, undermining the potential of the content of the talk and the critical literacy unit. Two key implications are drawn from the analysis. First, that in settings with deeply entrenched pedagogic traditions of standards, exam-focused literacy and the attendant instrumentalist view of language education, critical literacy educators may find it helpful to make these ideologies themselves the target of a critical literacy curriculum. Second, it is argued that the notion of frame can be usefully drawn upon in critical analyses of classroom discourse to make visible and understand how ideology as an interpretive framework shapes classroom talk and the learning made possible by that talk.

中文翻译：

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通过框架研究意识形态：对关键素养课的批评话语分析

摘要本文研究了英语课程中的课堂话语，这些课程实施了以文化背景为重点的批判性读写单元。利用框架的理论概念，对课堂摘录的分析突出显示了有关英语教学的思想有时是如何进入课堂话语的，不仅是通过教师的演讲，而且是通过更为细微，互动的活动编排。有人认为，这些意识形态在教学上是参考以程序为导向，以考试为导向的框架来定位课程的，从而削弱了演讲内容和批判性读写单元的潜力。分析得出了两个关键的含义。首先，在根深蒂固的标准教学传统的环境中，以考试为重点的扫盲和伴随的工具主义语言教育观，批判性扫盲教育者可能会发现，将这些意识形态本身作为批判性扫盲课程的目标是有帮助的。其次，有人认为可以在对课堂话语进行批判性分析时有用地借鉴框架的概念，以使人们理解并理解意识形态作为一种解释性框架如何塑造课堂谈话，以及通过谈话使学习成为可能。