ABSTRACT

Varying positions have been articulated about the usefulness of English. However, educators and people in general need to make educated decisions about their own views of the question of English ownership. An analysis that focuses on discourses as representations for action will provide reasons for that action (Fairclough & Fairclough, 2012). In this article I draw on Fairclough’s (2003) version of CDA as being “based upon the assumption that language is an irreducible part of social life, dialectically interconnected with other elements of social life, so that social analysis and research always has to take an account of language” (p. 2).