Pablo La a ga Os á iz
Uni e si y o Za agoza
D Rebeca Sole Cos a
Uni e si y o Za agoza
An in e p e a i e esea ch in he didac ic p ocess:
c i ical discou se analysis
Badanie in e p e acyjne w p ocesie dydak ycznym:
k y yczna analiza dysku su
Abs ac
Roughly speaking, he didac ic in e ac ion assumed in any eaching-lea ning p ocess necessa ily
needs an in e nal comp ehension and decoding p ocess by he s uden s. Pa icula ly, whene e a eache
de elops any eaching p ocess he/she es ablishes a channel, a code, a sys em ha makes possible
communica ion. In his sense, he language used in he didac ic p ocesses is ele an o be analysed
as a as i highly con ibu es o he s uden s’ lea ning p ocess and enhance o achie e quali y and
e ec i eness. Mo e p ecisely, he s udy o language and a ie y o speech used in educa ion is an a ea
ha has a oused g ea in e es and has con inued o be s udied since he mid wen ie h cen u y. In his
esea ch we will examine he cu en heo e ical amewo k and he indings o ele an au ho s o
keep on wi h he analysis o he language o didac ic in e ac ion. Thus, we will es ic ou a en ion o
gene al uses a he han on he analysis o he di e en linguis ic le els. In his pape we will analyse
how we use language when eaching, wha meanings we con ey and how communica ion is eached
in he didac ic in e ac ion p ocess.
Keywo ds: eaching p ocess, c i ical discou se analysis, syllabus design, class oom language,
didac ic in e ac ion, school o ganiza ion.
S eszczenie
In e akcje dydak yczne podejmowane w każdym p ocesie nauczania-uczenia się wymagają od
ucznia wewnę znego ozumienia i umieję ności dekodowania. Gdy nauczyciel ozpoczyna p oces na-
uczania, wo zy swego odzaju kanał, kod, sys em, k ó y sp awia, że komunikacja jes możliwa. Język
używany w p ocesie dydak ycznym należy analizować, ponieważ wpływa on na en p oces, wzmacnia
osiąganą jakość i e ek ywność. Język o az óżno odność mowy używanej w edukacji są zagadnieniami,
k ó e wzbudzają duże zain e esowanie, a p ace nad ich poznaniem wają od połowy XX w. W p acy
zap ezen owano obecne amy eo e yczne i is o ne odk ycia badaczy, aby nas ępnie p zep owadzić
analizę języka w in e akcjach dydak ycznych. Większą uwagę skupiono na ogólnym użyciu języka niż
na analizie óżnych poziomów językowych. Au o zy pokazali, w jaki sposób używany jes język podczas
nauczania, jaka jes jego ola i jak ealizować komunikację w p ocesie dydak ycznym.
Słowa kluczowe: p oces nauczania, k y yczna analiza dysku su, p ojek owanie sylabusa, język
klasy szkolnej, in e akcje dydak yczne, o ganizacja szkoły.
Kul u a – P zemiany – Edukacja, . VII (2019) ISSN 2300-9888; ISSN online 2544-1205
h p://kpe.u .edu.pl DOI: 10.15584/kpe.2019.7.10
152 Pablo la a ga os á iz, ebeca sole cos a
G ow h and decay o communica ion: he didac ic in e ac ion
The ecen implemen a ion in he uni e si y o p o essionalizing Mas e s has
mean a conside able inc ease in he in e es o s uden s owa ds he s udy o he
di e en subjec s in o de o imp o e hei expe ise. Ob iously, his has led o
he expansion o new ocabula y o ep esen new meanings and needs de i ed
om he socio educa i e con ex . In ac , due o he eme gence o he new heo y
o go e nance o he educa ion sys ems, he e is a need o analyse he changes be-
ween he S a e, he economy and he socie y. In his globalized wo ld, language is
he ins umen al means o app oach and expand knowledge and i equi es a deep
analysis o unde s and i . Mo eo e , he coaching heo y aims o p omo e he in-
e na ionaliza ion by os e ing he pa icipa ion o he di e en s akeholde s. No
doub , in o de o unde s and and be able o in oduce he new changes p oposed by
B ussels i is indispensable o analyse how s akeholde s use language and how con-
sequen ly eache s in oduce he new e ms along he di e en didac ic p ocesses.
Mo e p ecisely, es ic ing ou a en ion o Ryle we obse e he need o c e-
a e ules o Pedagogy in o de o cla i y he seman ic meaning o wo ds, which,
al hough mos o hem belong o he ocabula y o he common language, when
hey a e used in he discipline o Educa ion Sciences hey ha e a speci ic mean-
ing
1
. B oudy
2
indica es he need o linguis ic analysis ha can accoun o he
educa ional pu poses ha a e speci ied in he ex ield. Pedagogical discou se has
been discussed in Anglo-Saxon coun ies since he six ies wi h he con ibu ions
o Sche le 3, Pe e s4, Knelle 5, Smi h and Ennis6 and Edel7.
Schola s ha e no been in e es ed in obse ing how a e m is i ialised o
specialized in he seman ic le el, bu a he in analysing language as a ehicle o
ansmi ing in o ma ion when eaching si ua ions. Howe e , he mo i a ions in his
ield o s udy oday go much u he . The discipline o Educa ion has sp ead and,
consequen ly, i s language has become uni e sal: new e ms a e c ea ed, meanings
in common language a e di e ed in he educa ional con ex wi h es ic i e ea u es,
specialized da abases mul iply, e c.
This is due o he cons an p ocesses o change aking place in bo h he wo kplace
and in he uni e si y, due o a ious causes such as; globaliza ion, he in oduc ion
1 G. Ryle, The Concep o Mind, London, Hu chinson 1949.
2
H.S. B oudy, The ole o analysis in educa ional philosophy, “Educa ional Theo y’, XII:
261–269, 1964.
3 I. Sche le , The Language o Educa ion, Illinois, Sp ing ield 1960.
4 R.S. Pe e s, E ics and Educa ion, Lond es, Allen and Unwin 1966.
5 G.F. Knelle , La lógica y el lenguaje de la educación, Buenos Ai es, El A eneo 1969.
6 O. Smi h & R.H. Ennis, Lenguaje y concep os en educación, Buenos Ai es, El A eneo 1971.
7 A. Edel, Analy ic philosophy o educa ion a he c oss oad, “Educa ional Theo y”, XXII:
131–153, 1972.
153
An in e p e a i e esea ch in he didac ic p ocess: c i ical discou se analysis
o new in o ma ion and communica ion echnologies, mobili y o s uden s, di e si-
ica ion, e c. A comp ehensi e educa ion, inclusi e and conduci e o he s uden ’s
s anda dized in eg a ion a wo k acco ding o hei in e es s and abili ies should
be p o ided.
An o e iew o c i ical discou se analysis in Pedagogy
Undoub edly, a dis inc ion may be made in he p ocess o globaliza ion ha
cha ac e izes he XXI cen u y be ween wo aspec s ha d i e he de elopmen and
specializa ion o language in he ield o Educa ional Sciences. Fi s , i is modi ied
and upda ed in he school wi h he implemen a ion o educa ional e o ms by he
go e nmen . No only do hey s anda dize he educa ional discou se, bu hey also
in oduce speci ic e minology: educa ional inno a ions equi e e ms o exp ess
hese e e ence alues.
Conside ing his issues, we may s a e his causes he c ea ion o new e ms o
esul s in he meaning o exis ing wo ds in he language being de ia ed and applied
in he educa ional con ex : “Since educa ion is conside ed a good o in es men ,
consis en wi h economic heo ies o “human capi al”: “Go e nmen s and in e -
na ional agencies ha e planned e o ms in ol ing inc eased s anda diza ion o
didac ic e minology8”. I causes changes in he educa ional sys em and in oduces
e minology ha is mo e in line wi h he p o essional ca ee .
The emphasis is on balancing highe educa ion alongside he aining needs.
This means designing a new educa ional sys em ha adap s o new labou demands.
We a e he e o e aced wi h a new eali y ha equi es ools ha can p omo e
a p o ound p ocess o change wi h ega d o planning, s a egies and cu icula in
educa ion. These educa ional changes will ha e consequences upon e minology;
ins i u ions, schools and uni e si ies, a e o ced o implemen an educa ional sys em
ha is in une wi h s uden -cen ed lea ning and he achie emen o p o essional
compe ences. A he same ime hey should endow wi h a sys em o acc edi a ion
and ha moniza ion in line wi h hese p inciples.
As i is well-known, school and uni e si y ha e unde gone changes o adap
o new social and poli ical demands. Thei language has been adap ed o desc ibe
new eali ies. Fo some au ho s, he e minology changes in educa ion canno be
unde s ood as belonging o a speci ic b anch o knowledge, bu a he as a “de i ed
language” o “los language”, es ablished by e e ence needs bu unable o ac as
he backbone skele on o knowledge “[...] o i s unique in e disciplina y s a us and
in luence in he educa ion o ideological and poli ical ac o s”.
8 A. Be na , La e o ma educa i a como lenguaje acío. Ac as del VIII Cong eso de Lenguajes
Na u ales y Lenguajes A i iciales, 197–204, 1992.
154 Pablo la a ga os á iz, ebeca sole cos a
Ano he ac o which, acco ding o Be na , con ibu es o unde mining he
s a us o language pedagogy as scien i ic is i s s ong seman ic agueness: “ he
agueness o many exp essions, he use and abuse o ce ain e ms, - o example,
assessmen and counselling-, he exis ence o phenomena o cha ac e iza ion, he
kidnapping o wo ds by academic and poli ical g oups as well as he c ea ion o
inch a yc languages”. Roughly speaking, he language o he ield o Educa ion
Sciences (Pedagogy) consis s o wo ds aken om he ocabula y o gene al lan-
guage and speci ic e ms o he scien i ic discipline. This mix u e a he lexical le el
is a “ h eshold le el” which e e s o gene al e e en ial eali ies and o he speci ic
ields o expe ise o Pedagogy. I d aws on he lexical and seman ic a ie y o e ed
by he gene al language sys em and is complemen ed by o he e minology uni s
consis ing o p ocedu es o wo d o ma ion (mo phology), exp essions (syn ax)
and changes in meaning (seman ics).
Pa icula ly, he wo ds o gene al language a e usually speci ic and a e hen
used in he language o educa ion in a na ow sense. The opposi e e ec also
happens: e ms which, e en hough hey a e asc ibed wi hin he lexicon o Peda-
gogy pa adigm, hey become used in gene al language. The “popula isa ions” o
specialisa ions9 which he oices in his ESP acqui e show deg ees o seman ic
inde e minacy ha makes communica ion be ween specialis s o be ween special-
is s and non-specialis s mo e complex. Be na conside s he language o educa ion
e o m is an emp y, oid language. He claims ha e o m, as i happened wi h he
implemen a ion o educa ional laws, in oduces e minology bo owed om o he
ields (in his case, cons uc i is psychology) and heo ies o cu iculum and
pedagogics associa ed wi h he his o y o he Spanish ac i e school, as well as old
e ms in he language o Pedagogy.
Howe e , despi e a mix o gene al language wo ds ha enable communica ion,
on he one hand, and on he o he hand, e minology o educa ional sciences and
ela ed ields ha con ey concep s cha ac e is ic o he discipline, his language
is s ill a o m o linguis ic ac i i y, a means o communica ion, wi h o icial doc-
umen a ion o he psychological and educa ional sphe es, wi h legisla ion, which
will be dis ibu ed in magazines, bu wi hou clea bo de s be ween science and
popula ised e sions and e en wi h seman ic con adic ions in educa ional p ac ice.
No doub , due o his lack o speci ic e minology and uni ocal ela ions in lin-
guis ic signs, he pedagogical discou se legi imizes he educa ional sys em h ough
he use o ce ain e ms (implemen ed by educa ional legisla ion): me apho s,
concep s, omission o speci ic wo ds, de elopmen o posi i ise o pejo a i e
meanings, e c. This does no mean ha eache s do no yea n o ha e a specialized
9 R. Sole , P. La a ga & M. Ramos, La Compe encia Digi al de docen es en o mación en un
con ex o educa i o de inno ación ecnológica. In Hinojo F.J., Azna I. & Cáce es Mª.P. (eds), A ances
en ecu sos TIC e inno ación educa i a, 152–161, Mad id, Dykinson, 2019.
155
An in e p e a i e esea ch in he didac ic p ocess: c i ical discou se analysis
language wi h idiosync a ic meaning, specialized and nei he es ic ed no ex-
panded om he ocabula y o he common language. I o en happens ha when
a specialis says, A eache is educa ing in class, his can be in e p e ed in e y
di e en ways. The e b can mean eaching, condi ioning, indoc ina ing, ain-
ing, ins uc ing, e c.10 Au ho s such as Be na analyse his language no only in
he con ex o educa ion, bu educa ion legisla ion ha was hen in o ce (Ac on
he Gene al Educa ion Sys em, 1990), and ela e ends in he use o e ms wi h
pedagogical lines e e ence.
Focusing ou a en ion back in he 90s he e we e wo pedagogical discou ses:
he “ac i e pedagogy mo emen ” and he “o icial- e o mis discou se”11. This
analysis allows us o loca e he e ms in he heo e ical amewo k o he ime and
p oceed wi h a seman ic analysis ha shows he de ia ions in he di ec ion o he
oices in e ms o membe ship o a heo e ical school and i is in e disciplina y. The
educa ional elemen s cha ac e is ic o each mo emen builds educa ional discou se
eminding he eade o he s a ing heo e ical posi ion and encou aging he use
o speci ic e ms. Following Be na , he main hemes o his speech a e: op imism
exp essed in his apologe ic o change and belie in he idea o unlimi ed and good
p og ess; a o alizing concep ion o e o m, because ou side pedagogical sal a ion
is no concei ed o ; ideological sync e ism euphemism and exp essi e pedagogies
o in e es in me hods o he de imen o con en s; psychologism, e c.
I also implies a c i ique o p e ious heo e ical models ( he humanis ) wi h he
co esponding con emp o p e ious lexical uni s which a e eplaced by new e ms
and e lec he ideas o he wo educa ional mo emen s o he 1990 e o m: [...]
unde es ima ion o he e o , he disappea ance he eache as a ole model o be
imi a ed (he is no longe asked o embody he alues ha he has o ansmi , he is
pe cei ed like a e lec i e echnician ha makes “decisions” abou media, esou ces,
e c.), he de alua ion o he con en s, eplacing he igu e o he s uden by ha o
he child, he de alua ion o quali y o quan i y and, inally, he disappea ance o
lea ning as a p ocess o ini ia ion12.
Discussion and conclusions
E en mo e, he cons uc ion o educa ional discou se wi h he imp egna ion o
e ms explici ly e lec s he heo e ical pos ula es o he legisla ion and ends. Be na
belie es ha a language wi hou a discou se o i s own ha eso s o au ologies,
10 J.Mª. Es e e, Lenguaje educa i o y eo ías pedagógicas, Mad id, Anaya 1979.
11 A. Be na , La e o ma educa i a como lenguaje acío. Ac as del VIII Cong eso de Lenguajes
Na u ales y Lenguajes A i iciales, 197–204, 1992.
12 R. Yin, Case s udy esea ch. Design and me hods. Applied social esea ch me hods se ies,
Newbu y Pa k CA, Sage 1994.
156 Pablo la a ga os á iz, ebeca sole cos a
ins ead o p oceeding o collec he c ea ions o e ms meaning o be ansmi ed and
which can be con as ed wi h he eali y o educa ion o obse e he ue meaning
and no he one which is ancho ed in legisla ion.
Simila ly, a p oli e a ion o slogans and ph ases ha do no speci y educa ional
p ac ice and which a e bu “beau i ul wo ds”: “The cu en educa ional e o m ap-
p op ia es elemen s om di e en discou ses wi hou , in my iew, composing i s
own, despi e ha ing been a emp ed in he p eamble o he LOGSE, which exceeds
h ee pages o he O icial Bulle in o he S a e”.
To hese he o ical s a egies which, a he han in oducing changes ha im-
p o e he educa ion sys em, insis upon educa ional heo e ical concep ions away
om he eal educa ional con ex and i s possibili ies and jus i ica ions a e made on
he g ounds o poli ical and social ends, wi h a endance consequences in ol ed
in eaching, impo an “seman ic abuse” a e joined (Ibid.).
No e as an example, Be na no es he excessi e use o he wo d au onomy: [...]
becomes a alue epea edly s a ed: p o essional au onomy (GG12 and 59), au on-
omy o he cen e, capable o de ine i s own “iden i y” (GG49 and PC 8-10) o o
de elop he cu iculum and o choose eaching echniques and esou ces (GG, 77).
The a ainmen o au onomy is an impo an educa ional goal (OD9 and 22). I s
ecogni ion as a chance o “make decisions” in many di e en ields is cons an : use
o cu iculum ma e ials (GG 56), de elopmen o educa ional p ojec s, cu icula
(GG, 57), and cu icula adap a ions (AC, 27).
The e ms “au onomy” and “decision making” a e epea edly w i en in all
ex s ela ing o he e o m. E en men ions a e ound o he possibili y o a “ ee”
eading o he objec i es om he educa ional pe iod (PC, 27). And p o essional
au onomy, cen ed a ound he eaching eam and o he p o esso is a alue ha
undoub edly a ac s consensus. Howe e , i we con as hese wi h o he exp es-
sions used in he same speech, and also ha do no become mani es , we conclude
ha he appeal o au onomy cons i u es an “abuse”.
The ma gin o au onomy is a e y na ow ange when aking in o accoun
h ee elemen s. The i s is he coe ci e alue o ex books [...]. The second ele-
men is he imposi ion o a cu iculum de elopmen model ha implies a ce ain
psycho-pedagogic choice, cons uc i ism [...]. The hi d elemen is he se ing o
cu iculum de elopmen p ojec o a s uc u e ype [...]. The abuse o he concep
o au onomy is mani es ed e en in he exis ing pa adox be ween he claim o ee-
dom o he eache and he ca eche ical cha ac e wi h which he adminis a ion is
communica ing wi h eache s13.
No only a e o e used hose e ms ha legi imize he p e ex s o he educa ional
Ac s. The oices and exp essions ha e an opaque meaning which is mo e con using
13 J.R. Sole , La pa icipación social en la cons ucción de la democ acia, e o consus ancial
a la o mación a lo la go de la ida, Mad id, To napun a 2009.
157
An in e p e a i e esea ch in he didac ic p ocess: c i ical discou se analysis
han help ul. The LOGSE (1990) insis ed especially on he de elopmen o lea ning
by disco e y in s uden s. This exp ession is a lea ning guided exp ession ha leads
he s uden o acqui e new knowledge om he p e ious ones which he has acqui ed
wi h a plan o eaching and lea ning ac i i ies ha allow him o each new goals.
As s a ed by Be na (1992), hey a e newly c ea ed au ologies o show ha
p og ess has been made scien i ically, bu hey me ely ep esen me hodological
p inciples ha al eady exis ed wi h a di e en e m o exp ession: The cons uc i is
lea ning op ion leads us o impo an seman ic p oblems: To wha ex en is co ec
he con as be ween “signi ican ” and “ o e” lea ning? The condemna ion o he
la e , oge he wi h he p e e ence o he p ocedu es, – he “knowing how”–, o
he de imen o con en – knowing ‘wha ’– implies a choice wi h impo an ped-
agogical, cul u al and social consequences [...] The endency o ei y he concep
ela ionship by using concep maps, g aphically bi-dimensionally ep esen ed, does
i no impo e ish he meaning o wo ds by igno ing he na u al agueness o he
e ms used, especially in he Social Sciences?
The seman ic agueness o he e ms o any language o expe ise is unques-
ionable. Al hough he con ex and he co- ex de e mine he possible meaning o
a oice, seman ic agueness can always be gene a ed. The e e en ial ex ension o
he e ms, as a esul o a lack o p ecision in hei seman ic ea u es, allows di -
e en in e p e a ions o su ace. Some imes he elemen s ha a e combined in he
ph ase, in he case o exp essions, will help es ablish semems and speci ic ea u es
o seman ic es ic ions ha dis o he imp ecision, bu , in o he cases, he meaning
o he oices will be iola ed by he in e en ion o he speake s (specialis s and
non-specialis s) and by he specialized con ex .
The e e en ial agueness o mos o he e ms o he language o Pedagogy14
esponds o he symbiosis ha is gene a ed by he combina ion in educa ional
discou ses o gene al language wo ds and scien i ic e ms o he discipline o o
in a-linguis ic loans. O en some o hese e ms a e associa ed wi h icons o im-
ages ha ep esen , wi hou explici ly using li e a y opes, concep s. Fo example,
Be na no es he p esence o oices associa ed wi h a chi ec u al concep s, such
as “cons uc ion, in e nal consis ency, s abili y, up and down scale o dimension,
ans e sely, he deg ees, le el o de ail, and so on”.
The legisla i e ex is based on he ene s o cons uc i is psychology and
he wo ds o i s speech so show: [...] lea ning is buil , knowledge is capable o
ou lining, o ende ing in o cogni i e mapping, deg ees and sequences o lea ning
can be es ablished, meanings a e buil [...] he “well o de ed” a chi ec u al design
eme ges om he ollowing le els: o ganiza ional and didac ic (cycles, le els, cu -
iculum de eloped a di e en le els, coping o adap a ion mechanisms, eclec ic
14 R. Sole , El pode de las palab as: un análisis del lenguaje pedagógico, Za agoza, Mi a
Edi o es 2015.
158 Pablo la a ga os á iz, ebeca sole cos a
e alua ion, e c.), psychological (cons uc i is psychology) and e hical and social
(school cons uc ed socially and mo ally15).
As we ha e seen, he poli ical and social ideology ha pe mea es he ex o
he educa ional e o m o 1990 de e mines he p esence and ex ension o e ms
associa ed wi h he cu en in o ce in ha decade (cons uc i ism), s eng hen
-
ing he con ol sys em especially he ideological pa , and s a i ying he suppo
g oups and igu es o educa ional adminis a ion: As a nea ly semi-pe ec image
has been se , au ho s and ad oca es o e o m ake as legi ima e he expec a ion o
a a ou able consensus [...] This jus i ies also he eme gence o a pa asi ic se ies
o igu es o he adminis a i e sys em. Fo example, p og am manage s, echnical
ad iso s o inno a ion and o aining, he ainee aine s, e c... may be pe cei ed
as new holy igu es o he e minology e o m.
Be na sugges s hese a e con igu ed as a p o essional cons ella ion o g oups
and pe sons appea ing as a poli ical necessi y, wi h he explici aim o os e inno-
a i e p ocesses and o suppo school eaching, bu wi h he un-con essed pu pose
o ensu ing e o m i sel , exe cising he ideological con ol o i s implemen a ion,
p ima ily h ough he seman ic con ol. Fac o s ha o his au ho help o emp y
ou he meaning o he wo ds a e: “hipe elia”, he abusi e endency o de ine op-
e a ionally impo an concep s “disac i a ion” and “in ansi i i y”. Fo example,
he e m e alua ion is de ined by means o ope a ions ha a e used o measu e i
o by he esul s ob ained.
Undoub edly, he expansion and new c ea ion o e ms in each o he di e en
educa ional legisla ions is bu an index o an in ini e seman ic agueness, lack
o a ibu ion o speci ic objec i es ha add ess loopholes in he ex s. All his is
masked wi h a e minology ha aims o say new hings, like o e coming wha came
be o e, bu he ue meaning mus be ound elsewhe e, by associa ion wi h o he
cu en psychological, educa ional, ends, e c. F om a p agma ic poin o iew,
we see ha many e ms used in documen s o he e o m say no hing. Wha hey
mean has o be looked in o elsewhe e. Tha language is emp y does no mean ha
he implemen a ion o he e o m will no p oduce e ec i e o ganiza ional change
and lea ning. Howe e , meaning is sligh ly di e en and implies a deep comp e-
hension o he whole didac ic in e ac ion p ocess. In ac , es ic ing ou a en ion
o he ield o Educa ion Sciences, mo e pa icula ly o Pedagogy, one may a gue
wha a e he ela ions wi h o he disciplines based on p agma ics. Wha is ue is
ha Pedagogy has i s own language as a scien i ic discipline and i s ocabula y
eme ges om he mac o-poli ical le el o school o ganiza ion and om he in lu-
ence o s akeholde s’ p esc ip ions.
15 J.R. Sole , Es ado ac ual y es a egias pa a u u ibles de la o mación a lo la go de la ida,
Lib o de Ac as del VI Cong eso In e nacional de Fo mación pa a el T abajo, 369–379, Za agoza,
Edi o ial To napun a Ediciones 2013.
159
An in e p e a i e esea ch in he didac ic p ocess: c i ical discou se analysis
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