Application of Fairclough Critical Language Awareness in Reading Textbook.

Abstract

The research major purpose is to investigate the textbook of reading by applying Fairclough (2002) approach of critical language awareness (CLA) on the content, exercises and questions of the textbook. Research questions belong to Fairclough (2002) suggested stages of CLA with data collection from reading textbooks analyzed with reference to the stages of reading process on the book title: Reading reflection and writing by Smazler. Findings reveal that smalzer (1996) textbook material does not follow the stages of CLA except of stages of reflection and systemization. Future implications are related to the approach of CLA beneficial for teachers, students and curriculum designer to understand the complex and dynamic connection of reading process and create new ways to develop and reconstruct the curriculum.