Critical Discourse Analysis in Pedagogy: Analysis of the Didactic Interaction

Critical discourse analysis in Pedagogy has been discussed in Anglo-Saxon countries since the sixties (Scheffler, 1960, Peters, 1966, Kneller, 1969, Smith & Ennis, 1971, Edel, 1972). In Spain this concern becomes evident later on (Sanchez de Zavala, 1965, Esteve, 1979) and from an eminently pragmatic approach focused on the analysis of didactic interactions. This papers aims to analyse the classroom language, how the meaning of words has changed and what is the new language to be assumed in pedagogical discourse. The research conducted is a case study (Marcelo & Parrilla, 1991, Yin, 1994, Stake, 1998), developed with an eminently qualitative and descriptive methodology (Cohen & Manion, 1990). The techniques applied have focused on group discussions (Krueger, 1991, Suarez, 2005). The results show new uses of specific terms and expressions that have changed their scope of meaning from a diachronic perspective, while others have emerged due to the new socio-educative needs.