Evoking Social Transformation: A Critical Discourse Analysis of UBD Literature Instructional Plans

Abstract

Critical Discourse Analysis (CDA) is an interdisciplinary approach to discourse study. It poses the idea that language is a form of social practice. In this study, CDA was used to analyze the instructional plans of the teachers in the literature concerning their social transformation elements, themes, and capabilities. 15 samples of UBD instructional plans in different literary categories: Philippine Literature, Afro-Asian Literature, Anglo-American Literature, and World Literature, were analyzed using Fairclough’s Three-Dimensional Framework of CDA. Findings revealed that teachers primarily used HOW-analytical questions. They mostly used the verb, PROMOTE or ADVOCATE, as verb choice in the learning outcomes having the greatest number of embedded transformative elements. Furthermore, most transformative elements embedded in the learning outcomes were geared toward social transformation with elements such as fostering a sense of responsibility, developing effective leadership, and instilling Christian values being dominant. Likewise, attitude generation was the dominant social transformative theme derived from the art of questioning used in instructional plans. Personal reflection/ introspection and personal stance exchange were the social transformative themes conveyed from the information detailing. In general, the results pointed out the need for personal reform, adoption or assimilation of value systems, and self-reflection or introspection to fully ignite social transformation.