Abstract
Peace education has contributed to world peace, illuminating direct, structural, and cultural forms of violence and equipping individuals with information and experiences that help them develop the knowledge, skills, behaviors, and values required to promote peace. However, little research has been conducted by TESOL professionals into this realm. This study suggests that a useful form of pedagogy for peace education is critical reading, through which learners read a text, interrogate the ideologies reflected in it, and are motivated for social change. However, difficulty may arise when different educators and learners interpret different inherent ideologies in the same reading material. This study aims to introduce a method to identify ideologies inherent in EFL reading material related to peace education. Two types of the reading texts were selected for the analysis: (1) a story about storytellers who experienced the atomic bombing of Hiroshima, and (2) a report on US President Obama’s speech made in 2016 on the atomic bombing. As an analytical tool, the transitivity system within systemic functional linguistics was used to clarify the ideological representation of activities related to the stories. The analysis showed that each text has different descriptive patterns of ideologies: one text expressed the importance of talking for peace; the other put more emphasis on taking action to promote peace. These findings could help TESOL educators promote critical teaching practice for peace education.
Author Information
Koji Osawa, Kyoto University of Advanced Science, Japan
Paper Information
Conference: PCE2022
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the PCE2022 Conference Proceedings (View)
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To cite this article:
Osawa K. (2022) Identifying Ideologies of War and Peace in EFL Reading Material for Peace Education: Transitivity Analysis Within Systemic Functional Linguistics ISSN: 2758-0962 The Paris Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2758-0962.2022.25
To link to this article: https://doi.org/10.22492/issn.2758-0962.2022.25
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