INTRODUCTION
Rationale
Language is a fundamental aspect of human society, reflecting social relationships and attracting significant interest from researchers, particularly linguists Critical Discourse Analysis (CDA) serves as a vital tool for exploring the connection between language and societal issues, as noted by Fairclough and Wodak (1997) CDA not only describes language but also equips linguists with critical resources to examine the social dynamics embedded in various discourses, shedding light on issues such as rights, ideology, and power In this context, I aim to analyze Michelle Obama’s 2016 International Women’s Day speech through a CDA lens, viewing it as a crucial declaration advocating for women's rights and equality, particularly in education This study intends to illustrate CDA concepts and reveal how language encodes social issues within the speech, which significantly influences public opinion and awareness regarding women's rights Ultimately, the research will offer insights into critical reading practices for researchers and implications for foreign language teaching and learning.
Scope of the study
This article examines First Lady Michelle Obama's 2016 International Women's Day speech at Washington D.C.'s Union Market, delivered to a group of adolescent girls as part of the "Let Girls Learn" initiative, through the lens of Community Development Administration (CDA).
Aims of the study and research questions
The study is carried out for the purpose of exploring ideologies of the First Lady Michelle Obama’s speech on International Women’s Day 2016 based on Fairclough’s CDA framework
In order to achieve the above mentioned aims, the following research questions need to be found:
- What are the messages that the speaker created in her speech?
- How are these messages highlighted and constructed linguistically?
Methodology of the study
This study employs the Critical Discourse Analysis (CDA) framework, specifically Fairclough's three-dimensional model, to interpret data across three levels: text analysis (description), processing analysis (interpretation), and social analysis (explanation) Each of these phases is further categorized into experiential, relational, and expressive aspects.
Design of the thesis
Apart from references and appendices, the study is divided into five main chapters as below:
This part includes rationale, scope, aims, methodology and design of the thesis
Chapter 2: Theoretical framework and literature review
This chapter provides a comprehensive overview of Critical Discourse Analysis (CDA), highlighting its historical development and key definitions that enhance understanding of the discipline It explores essential concepts such as identity, power, and ideology, along with various approaches to CDA Additionally, the chapter summarizes previous research from a CDA perspective, offering valuable insights into the field.
This chapter outlines the rationale for selecting the topic and the context of the address, while also introducing the organization "Let Girls Learn." It further explores Norman Fairclough's dialectical-relational approach and details the data analysis process applied to Michelle Obama's speech on International Women’s Day in 2016.
This chapter analyzes Michelle Obama's 2016 International Women's Day speech through Fairclough's three-dimensional framework of critical discourse analysis (CDA) It highlights the ideologies she communicates and their linguistic expressions, while also interpreting the connections between discourse and social processes.
In conclusion, this thesis summarizes the key findings of the study, highlights significant conclusions drawn from the research, and proposes directions for future investigations.
RESEARCH METHODOLOGY
Reasons to choose the speech
Promoting gender equality is essential for societal progress, and UNESCO prioritizes this goal Quality, universal education for young girls is crucial, as emphasized by President Obama in 2012, who stated that the future should be shaped by educated girls The Education 2030 agenda highlights the need for equal empowerment through education for all genders However, numerous barriers such as poverty, geographical isolation, and traditional attitudes hinder women's and girls' educational rights This article focuses on Michelle Obama's impactful speech on women's equality in education, representing the voices of women worldwide.
Context of the speech
On International Women’s Day 2016, First Lady Michelle Obama delivered a powerful speech at Washington D.C.’s Union Market, addressing a gathering of adolescent girls and over 200 women from diverse backgrounds during the “Let Girls Learn” initiative Prior to her address, U.S Ambassador to the United Nations, Samantha Power, highlighted the persistent gender gaps across various sectors Michelle Obama then took the stage to celebrate the achievements of “Let Girls Learn” in advancing girls’ education globally over the past year, while also urging continued support for this vital cause in the future.
The "Let Girls Learn" initiative is a comprehensive government effort aimed at ensuring that adolescent girls receive the education they deserve Building on USAID’s existing funding and education programs, this initiative fosters public-private partnerships and encourages organizations and governments to allocate resources for girls' education globally Collaborating with the White House, the Peace Corps, and the Department of State, USAID focuses on three key objectives: increasing access to quality education, reducing barriers, and empowering girls Quality education is vital, as it leads to healthier lives, greater self-confidence, and the ability to break the cycle of poverty Educated girls positively impact their families and communities, contributing to societal well-being The initiative seeks to enhance educational access through targeted programs for girls in crisis areas, address various vulnerabilities they face, and promote gender equality Additionally, it empowers girls by enhancing their rights and leadership skills, particularly in technology, finance, and digital literacy.
Data analysis procedure
Critical Discourse Analysis (CDA) aims to uncover the relationship between language and ideologies, revealing the underlying beliefs within discourse This study will utilize CDA to examine how ideologies are linguistically manifested in Michelle's speech and to identify the ideologies she constructs through her language use.
CDA, in its diverse forms, is fundamentally rooted in theoretical frameworks While numerous theories inform CDA analysis, I specifically utilize Fairclough’s dialectical-relational approach due to its strong linguistic focus.
Fairclough ’s CDA framework
In this study, I mainly use Fairclough’s CDA framework The analysis interprets data in three different levels: text analysis (description), processing analysis (interpretation) and social analysis (explanation)
Description is concerned with formal properties of the text In description stage, there is a list of ten main questions provided by Fairclough
1 What experiential values do words have?
What classification schemes are drawn upon?
Are there words which are ideologically contested?
Is there rewording or overwording?
What ideologically significant meaning relations are there between words?
2 What relational values do words have?
Are there markedly formal or informal words?
3 What expressive values do words have?
4 What experiential values do grammatical features have?
What types of process and participants predominate?
Are processes what they seem?
Are sentences active or passive?
Are sentences positive or negative?
5 What relational values do grammatical features have?
Are there important features of relational modality?
Are the pronouns we and you used and if so, how?
7 What expressive values do grammatical features have?
Are there important features of expressive modality?
8 How are (simple) sentences linked together?
What logical connectors are used?
Are complex sentences characterized by coordination or/ subordination? What means are used for referring inside and outside the text?
9 What interactional conventions are used?
Are there ways in which one participant controls the turns of others?
10 What larger scale structures does the text have?
Each above phase can be sub- divided into three categories (experiential, relational, and expressive)
Interpretation is concerned with the relationship between text and interaction
Interpretative procedures (MR) Resources Interpreting
Interactive history Intert Textual context
Phonology, grammar, vocabulary Source of utterance
Semantics, Pragmatics Meaning of utterance
Schemata Textual structure and Point
The interpretation stage focuses on the discourse processes and their reliance on background knowledge, bridging the gap between text and social context Interpretations arise from a combination of textual elements and the interpreter's mental resources (MR), which encompass their language knowledge, worldviews, values, and beliefs (Fairclough, 2011, p.118) Formal features of a text serve as cues that activate these MR elements, leading to interpretations through a dynamic interaction between cues and MR The cognitive processes involved in generating interpretations, referred to as interpretative procedures, are often automatic and non-conscious, significantly influencing their ideological impact.
The explanation stage focuses on the interplay between interaction and social context, aiming to elucidate the properties of interaction by considering its social backdrop The Mental Representations (MR) used in text production and interpretation are shaped not only by cognitive factors but also by social and ideological influences, with roots in social origins These representations are generated, transmitted, and distributed socially, and their usage conditions are determined by social factors (Fairclough, 2001) Analyzing the social dimension of a discursive event involves three levels of social organization: the immediate situational context, the broader situational practices surrounding the event, and the overarching societal and cultural context (Fairclough, 1993, 1995, 2001) Critical Discourse Analysis (CDA) is particularly interested in various aspects of socio-cultural practices, including economic, political (related to power and ideology), and cultural dimensions (focused on values and identity) (Fairclough, 1995b).
Institutional MR Discourse MR Institutional
In this thesis, I adopt Fairclough's dialectical-relational framework (1989, 1995) for Critical Discourse Analysis (CDA) due to its flexibility and comprehensive approach This framework is advantageous because it offers multiple entry points for analysis, allowing researchers to start with any aspect of the text Ultimately, all analyses converge and provide mutually explanatory insights, enhancing the understanding of discourse.
The Methodology chapter outlines the rationale for selecting the topic and its relevant context, detailing the organization "Let Girls Learn." It also discusses Norman Fairclough's dialectical-relational approach and describes the data analysis process applied to Michelle Obama's speech on International Women's Day 2016.
FINDINGS AND DISCUSSION
Textual description and Analysis
In her speech, there are three main ideologies expressed in Michelle’s speech through vocabulary and grammar as well According to Fairclough
In 2001, the analysis of linguistic characteristics in texts was identified as the initial step in Critical Discourse Analysis (CDA) According to Van Dijk (Wodak & Meyer, 2001), these linguistic features reveal the speaker’s ideologies, while also reflecting relational, experiential, expressive, and connective values.
In the very first theme of the speech, Michelle highly appreciates the success women across the globe have achieved
Formality in language reflects relational values, particularly evident in Michelle Obama's role as the US Presidential First Lady She embodies this formality while advocating for global female education rights, serving as a representative for supporters The author's choice of formal vocabulary underscores the significance of relational values, effectively conveying the intended message By opting for formal language over informal expressions, the text highlights the importance of vocabulary in demonstrating formality and reinforcing the social relationship at play.
Line 6-7 “the momentum we’re seeing around girls’ education across the globe”
Line 10-11 “she was a passionate advocate”
Line 15-16 “the value of mentoring”
Line 20 “a fitting tribute to her legacy”
Line 41 “we felt that first flare of outrage”
Effective use of formal language in text not only conveys politeness and the significance of the event but also shows the speaker's awareness of both herself and her audience, reflecting Michelle Obama's ideology.
The use of language generates two additional values: expressive values and experiential values Expressive values reflect how a speaker conveys their judgments, while experiential values pertain to how textual characteristics reveal the speaker's perspective on global issues Fairclough (2002) describes classification schemes as evaluative systems that influence vocabulary choices In Michelle's text, these classification schemes highlight her respect for women's achievements.
Line 10 “ a women incredible strength and grace”
This shows the intensive degree of preoccupation with reality to some extent Clearly, the purpose of using these above words makes emphasis on the speakers’ female success
Fairclough highlights the relational values of grammatical features, particularly through the use of pronouns such as "I," "you," and "we." In the text, the speaker employs the pronoun "I" 11 times to convey her gratitude and pride for women's achievements This strategic use of "I" not only reflects her personal connection to the message but also establishes a confident and influential rapport with her audience.
Clause 15 “I am so grateful for her kindness and generosity to me and my family over the years”
Clause 24 “I’m thankful to have them as partners in this effort”
In the examined ideology, the relational process, encompassing "being," "having," and "being at," serves as a crucial means for expressing the speaker's perspective, with 13 instances identified out of 31 clauses, representing 41.94% Michelle Obama effectively uses this relational process in her address to American women to convey truths drawn from her personal experiences By emphasizing the connections between entities in her speech, she organizes her experiences systematically, highlighting the significance of relational verbs in her narrative.
“be”, it is her intention that the things have a correlation with each other
Line 9-11 “Mrs Reagan was a woman of incredible strength and grace, and she was a passionate advocate for so many important issues.”
Line 37 “And I’m so proud that you all are here.”
Fairclough (1997) identifies three primary sentence modes: declarative, interrogative, and imperative Notably, the majority of sentences within this framework are declarative, emphasizing women's strength and their ability to be self-reliant.
The second theme underlying in her speech is that she wants to express her deep sympathy with the obstacles and challenges women across the globe have faced up to
Michelle conveys her sadness towards the adversity many women have endured through using the first singular pronoun “I” with the most occurrence It can be seen in some following examples:
Clause 47 “I’ve never face anything like the horrors that many of these girls endure, like most women”
Clause 48 “I know how it feels to be overlooked, to be underestimated, to have someone only half listen to your ideas at a meeting”
In her speech, Michelle Obama employs the pronoun "I" to assert her individuality and position as the First Lady of the United States, setting herself apart from her audience This choice not only highlights her distinct identity but also enhances her credibility and confidence as she addresses a large crowd during the ceremony.
Michelle employs the modal verb "should" to convey her compassion for gender inequality, emphasizing that women deserve equal rights and opportunities in life.
Line 61 “that women should have no role outside the home”
Line 63 “their voices simply shouldn’t be heard”
Declarative sentences play a crucial role in conveying and confirming information, as demonstrated in Michelle's address, where she primarily uses them to recount global events led by women This choice highlights the ongoing efforts towards female equality worldwide, effectively communicating relational values to the audience.
To express this ideology, Michelle also uses mainly relational process in 14 clausesof all 31 clauses (45.16%) to make emphasis on how they get inequality and how they tolerate in their lives
Clause 36 “For me, it was the drumbeat of horrifying stories”
Clause 52 “it was perfectly legal for employers to discriminate against women”
Clause 54 “In my lifetime, domestic violence was seen as a private matter between a man and his wife as the horrific crime that it is”
In this theme, the speaker employs mental verbs in clauses 32, 34, 41, 48, 49, 50, and 54 to convey her deep concern for the challenges faced by women worldwide This choice of language illustrates her profound sympathy for their struggles, suggesting that her heightened awareness of these issues allows her to recall and empathize with numerous events impacting women.
Clause 48 “I know how it feels to be overlooked, to be underestimated, to have someone only half listen to your ideas at a meeting”
Clause 49 “And I’ve seen how these issues play out not just on a personal level, but on a national level in our laws and policies”
Clause 54 “In my lifetime, domestic violence was seen as a private matter between a man and his wife rather than as the horrific crime that it is.”
According to Fairclough (2001) and Van Dijk (Wodak, R and Meyer, M.,
Active and passive voice play a crucial role in conveying emotions, intentions, and opinions within a text, highlighting its expressive values While passive voice is popular, active voice is more widely used, allowing audiences to easily grasp the speaker's message By utilizing active voice, speakers provide clarity regarding the actor or subject involved in the events, enhancing listeners' understanding of the conveyed messages.
Line 58-59 “It’s not just about access to scholarships or transportation or school bathrooms”
Line 65-66 “While I’m thankful that I’ve never faced anything like the horrors that many girls endure, like most women,”
Line 74 “In my lifetime, women were not allowed to make fundamental decisions about their bodies”
The speaker employs passive voice to emphasize the event itself rather than the doer of the action, ensuring clarity despite varying listener interpretations based on their context and background knowledge By omitting the agent, the speaker strategically directs the audience's attention to the core message and the underlying ideology of the discourse.
Line 74-75 “In my lifetime, women were not legally allowed to make fundamental decisions about their bodies”
Line 76-77 “In my lifetime, domestic violence was seen as a private matter”
The use of passive voice by the speaker does not obscure causality, responsibility, or agency; rather, it highlights the process or the recipient of the action, effectively conveying experiential values Furthermore, reduced passive voice is frequently employed in specific contexts.
Line 45-47 “Malala Yousafzai shot in the head by terrorists just for speaking the simple truth that girls should to go school.”
Line 47-48 “More than 200 Nigerian girls kidnapped from their school dormitory by a terrorist group”
Line 50-52 “Little girls being brutally assaulted on their way to school, being forced to marry and bear children when they’re barely even teenagers.”
Line 85-86 “No, these rights were secured through long, hard battles waged by women and men”
4.1.3 Supporting with women’s equality in education
The final theme of the speech highlights the crucial importance of advocating for educational equality for women globally in the future.
Interpretation of the relationship between the productive and
The interpretation stage analyzes both the text and its context, building on earlier clarifications of surface structures and utterances To ensure a comprehensive understanding of the speech, this section emphasizes the interpretation of situational context as well as intertextual context.
Fairclough (2001) emphasizes that interpreting situational context involves not only external cues but also the resources of its members External cues include the characteristics of the physical environment, the properties of participants, and the information presented The interpretation of situational context also examines institutional and societal frameworks that enable participants to relate to their circumstances Fairclough outlines four key questions that reflect these major situational dimensions.
In analyzing the situational context, I focus on key questions such as “What’s happening?”, “Who is involved?”, “What relationships are at play?”, and “How does language influence the situation?” This approach allows me to deconstruct the speaker's production process while uncovering the underlying ideology embedded within their communication.
In her powerful speech, Michelle addresses a global audience about the challenges faced by women, highlighting the urgent need for gender equality She begins by expressing gratitude to those who have fought against sexual discrimination, then shares harrowing stories of women's struggles worldwide Proudly representing American women and their global counterparts, she emphasizes their achievements and resilience Ultimately, Michelle calls for worldwide support for women's rights, aiming to rally people around her vision for equality and justice The speech's core message seeks to inspire collective action and recognition of women's rights as a fundamental issue.
The discourse involves key participants: the speaker and the audience, reflecting their social identities The speaker, as the First Lady of the US, represents American women and addresses a diverse audience concerned with female rights, regardless of their presence at the ceremony or their varying social and political backgrounds This diversity leads to unique interpretations of the issue at hand.
The phrase "What relationships are at issue?" highlights the dynamic between the speaker and the audience, emphasizing their differing social and political positions As a result, the speaker often lacks a direct connection with the audience, leading to diverse interpretative processes shaped by the situational context perceived by various listeners.
The role of language serves as a crucial instrument for conveying information and expressing individual ideologies, allowing speakers to influence their audiences effectively In her speech, Michelle highlights the significance of women's rights, particularly in education, and emphasizes her hope for a brighter future for women, urging the support of the entire audience.
Presupposition significantly enhances contextual interpretation, as highlighted in the author's opening statement: “we want to celebrate all of the wonderful progress we’ve made and the momentum we’re seeing around girls’ education across the globe” (Line 5-7) This assertion presupposes notable achievements in education driven by women worldwide, effectively capturing the audience's focus on the central theme Throughout her address, the speaker further elucidates her main ideas with specific examples, reinforcing the importance of girls' education.
Line 134-135 “Volunteers are now running more than 100 girls’ education projects in 22 countries”
Line 161-162 “200 countries agreed to make adolescent girls’ education a top priority”
In context interpretation, speech acts are also taken into consideration The author named Searle (1979) divides speech acts into five types, including representatives, expressives, commissives, directives and declaratives
Representatives commit a speaker to the truth of an expressed proposition
Representatives Line 3-4 “It is a pleasure to be here with all of you”
Line 45 “it was the drumbeat of horrifying stories”
Line 56-58 “the more I traveled and met with girls and learned from experts about this issue, the more I realized that the barriers to girls’ education isn’t just resources”
Line76-78 “In my lifetime, domestic violence was seen as a private matter between a man and his wife rather than as the horrific crime that it is”
Expressives express some sorts of psychological states
I am deeply thankful for her unwavering kindness and generosity towards my family throughout the years I aspire for our ongoing efforts to educate girls globally to serve as a meaningful tribute to her enduring legacy.
Line 37 “I’m so proud that you all are here”
Line 65-66 “I’m thankful that I’ve never faced anything like the horrors that many of these girls endure”
Line 112-113 “I’m passionate about this because I truly see myself in these girls”
Commissives commit a speaker to some future actions
Commissives Line 94-95 “They feel it in their bones, and they will do whatever it takes to get that education.”
Line 154-155 “we’ll be launching the next phase of this social media campaign next week at South by Southwest”
Line214 “it will not be easy”
Line214 “it will not be quick”
Directives are used by a speaker who attempts to get the addressee to carry out an action
Directives Line 20-21 “back to the business at hand”
Line 37-38 “Give yourselves a round of applause”
Line 89 “make no mistake about it”
In the text, the author uses no declarative sentence.
Explanation of the relationship between discourse processes and
Discourse is viewed as a form of social action that plays a crucial role in social processes and practices (Fairclough & Wodak, 1997) It encompasses the relationship between interaction and social context, highlighting how production and interpretation are socially determined and their subsequent effects (Fairclough, 1989) This analysis delves into discourse at both institutional and societal levels, revealing the underlying ideologies present within these social processes.
Michelle Obama, as the First Lady of the US, holds a significant institutional position that enhances her influence over the audience Through her speeches, she employs formal language to assert her authority and express her aspirations for a brighter future for women worldwide, showcasing her pride This dynamic illustrates the powerful role of discourse in driving societal change and reinforces the audience's trust in her leadership, encouraging global support and approval.
This article explores the interplay between discourse and social structures at a societal level It highlights how discourse, shaped by social structures, significantly impacts these structures and is crucial for fostering social continuity or instigating change The focus is on the dialogue between the U.S First Lady and the American public, as well as the global audience, regarding women's rights Ultimately, it concludes that discourse influences the resources of audience members and contributes to transforming social structures.
CONCLUSION
Recapitulation
Chapter 1 outlines the rationale, aims, scope, methods, and design of the study, while the subsequent chapter details the methodology for data analysis The main chapter delves into the speech's microstructure, examining lexical and grammatical features, transitivity, thematization, and macrostructure to reveal the underlying ideology Furthermore, the study investigates the connections between productive and interpretative processes, as well as the relationship between discourse and social processes The final section summarizes the key findings presented in the study.
The speaker effectively communicates three key ideologies: the celebration of women's achievements, empathy for the inequalities they encounter, and the promotion of awareness regarding the fight for female educational equality Through the use of formal language and classification schemes, the address establishes a serious tone that underscores the importance of women's rights in education globally The frequent use of personal pronouns like “I” conveys the speaker's confidence, while the inclusive “we” fosters a sense of unity with the audience Active voice and declarative sentences assert women's rights and highlight their successes against gender discrimination in education The emphasis on modal verbs such as “can” and “will” reinforces the potential for future advancements in women's rights Additionally, the strategic use of reiteration and conjunctions enhances the text's coherence, with marked and topical themes predominating to effectively convey the message of advocating for women's rights in education and seeking global support.
The speaker emphasizes women's equality rights in education, representing a global audience concerned with female rights Through the use of language, presuppositions, and various speech acts, the speech effectively conveys the speaker's ideology, advocating for the ongoing struggle for gender equality for women.
The analysis of the speech examines both institutional and societal dimensions, aiming to bolster the audience's confidence in Michelle Obama's ideology This discourse effectively demonstrates themes of self-confidence, respect, and solidarity, reinforcing its impact on listeners.
Conclusion
This thesis employs Fairclough's dialectical-relational approach, which encompasses description, interpretation, and explanation, alongside Halliday's Systemic Functional Grammar theory Its primary aim is to uncover the concealed ideologies within discourse and examine the social relationships that are intertwined with it.
In her address, Michelle Obama highlights three key ideologies, effectively conveyed through her carefully chosen lexical and grammatical features This strategic use of language enables her to communicate her values clearly to the audience Additionally, she reveals her personal identity within the discourse, skillfully manipulating language to engage and influence listeners By employing persuasive and adaptable language, she emerges as a passionate advocate for women's equality worldwide.
In Critical Discourse Analysis (CDA), there is a significant connection between language and ideology, as language serves as a powerful tool for expressing and shaping various ideologies The form and function of language are inherently ideological, demonstrating that discourse is an integral aspect of social practice This relationship highlights how societal influences shape discourse, which in turn impacts social structures.
The study also concerns the help of CDA approach in the development of critical thinking and implications of CDA in language teaching and learning as follows
In brief, the findings of the study have served as a further support to CDA theories theoretically and practically.
Implications
Engaging in Critical Discourse Analysis (CDA) significantly enhances critical thinking skills, which involve evaluating arguments and making informed judgments As noted by Kraak (2000) and cited by Astleitner (2002), critical thinking is a vital educational task CDA allows for a multifaceted examination of discourse, revealing underlying ideologies and treating text as a social practice To conduct a thorough analysis, analysts must possess societal knowledge and evaluation skills to explore issues from various angles, ensuring the message effectively reaches the audience This process enriches the analyst's knowledge base and encourages a shift from conventional thinking, promoting a broader perspective on issues Ultimately, CDA fosters the development of critical thinking abilities among analysts.
In addition, the application of CDA plays an important role in language teaching and learning According to Fairclough, (Semiotic Aspects of Social
Transformation and Learning, collected by Rogers, R., 2004), learning refers to
Texts, whether spoken or written, exhibit a performative quality that influences social practices like teaching and learning These practices are shaped by specific structures and events, creating a networked relationship through various orders of discourse Consequently, both discourse and text are crucial elements in the process of language acquisition and education.
To enhance critical reading skills, both teachers and students can effectively utilize texts by understanding their social and historical contexts Teachers can adopt several flexible strategies to improve students' reading abilities: first, by situating reading activities within relevant social and historical frameworks; second, by encouraging students to critically explore both the texts and the reading process in relation to these contexts; third, by raising awareness of the propositional meanings and ideological content present in reading materials; and finally, by motivating students to creatively evaluate texts beyond the language presented to them.
Teachers play a crucial role in developing students' writing skills by guiding them to analyze issues from various perspectives and contextualizing their arguments within a dynamic society Encouraging students to express their opinions on controversial topics goes beyond mere agreement or disagreement; it significantly influences the credibility of their arguments and their ability to persuade an audience (Ramage and Bean, 1989) A solid understanding of Critical Discourse Analysis (CDA) equips writers to effectively plan, draft, and revise their arguments Additionally, by posing diverse questions during the pre-writing stage, teachers can help students approach topics with flexibility and creativity.
In speaking lessons, particularly during debates or discussions, it is essential for students to present their ideas tailored to their specific audience Utilizing a Critical Discourse Analysis (CDA) approach, educators must recognize that teaching is a social practice influenced by various social structures, including class, race, gender, and culture These factors lead to diverse interpretations of the same topic, highlighting the necessity for teachers to assess students' critical awareness from multiple perspectives.
CDA, or Critical Discourse Analysis, is an innovative and effective method for language teaching and learning It emphasizes the formal aspects of language within texts while also considering the roles of text producers and interpreters Additionally, CDA explores the relationship between texts and their social contexts, enhancing the understanding of language in a broader societal framework.
Limitations
While the study has been diligently conducted, it is important to acknowledge certain limitations The interpretation in Critical Discourse Analysis (CDA) is inherently subjective, meaning that the study's findings are influenced by the researcher's personal knowledge and perspective Additionally, the research focuses on a single speech by Michelle Obama regarding women's rights, which may limit the applicability of the results to other contexts or speeches.
Recommendations
Given the limitations discussed, it is advisable to conduct replication studies focused on the topic of this paper If time permits, researchers should analyze multiple speeches by Michelle Obama as First Lady, specifically addressing global women's issues, to compare the expression of female ideologies in her speeches This comparison will help determine the consistency of these ideologies within the context of Fairclough’s three-dimensional framework, ultimately leading to more objective results.
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32 Remarks By The First Lady At Let Girls Learn Event Celebrating
International Women’s Day Retrieved from https://obamawhitehouse.archives.gov/the-press-office/2016/03/08/remarks- first-lady-let-girls-learn-event-celebrating-international
33 https://www.usaid.gov/letgirlslearn
APPENDICES APPENDIX 1 Michelle Obama’s speech on International Women’s Day 2016 Line Michelle Obama’s speech
“Wow! Thank you so much Hey You guys good? All right, rest yourselves We’ve got a lot to do
On this International Women’s Day, we proudly celebrate the first anniversary of Let Girls Learn, highlighting the significant progress and momentum achieved in girls' education worldwide.
I want to take a moment to express my condolences for the passing of former First Lady Nancy Reagan She exemplified strength and grace and was a dedicated advocate for numerous important causes Mrs Reagan's legacy highlights the significance of women's leadership in all facets of society, both during her time in the White House and beyond.
Mrs Reagan recognized the importance of mentoring, offering me invaluable advice and support as I embraced my role as First Lady I am deeply grateful for her kindness and generosity to my family and me throughout the years, and I aspire to honor her legacy through our ongoing efforts to educate girls globally I would also like to express my gratitude to Ambassador Power, a remarkable woman leader, for her generous introduction and her exceptional contributions to our cause.
50 promote human dignity, human rights across the globe We are lucky to have someone like her in this administration, and the President and
I are very lucky to have her as a friend
I want to express my gratitude to Cathy Russell, our exceptional Ambassador for Global Women’s Issues, along with her dedicated team at the State Department, for organizing this event and their significant contributions to girls’ education and various other vital matters Their partnership in this initiative is greatly appreciated.
I want to express my heartfelt gratitude to everyone for your exceptional leadership in advocating for girls' education globally Many of you have supported the Let Girls Learn initiative since its inception, while others have dedicated decades to this cause Additionally, we have students among us who will champion this important issue in the future I am incredibly proud of all of you—let’s take a moment to applaud our young leaders!
And I know that each of us here today has a story like Samantha shared about how we first got engaged in this issue - the moment our heart first broke or we felt that first flare of outrage when we realized that 62 million girls worldwide - girls who are just as smart and hard- working as we are - aren’t getting the opportunities that we sometimes take for granted
The chilling reality of girls' education is highlighted by the tragic stories of Malala Yousafzai, who was shot by terrorists for advocating for girls' right to attend school, and the abduction of over 200 Nigerian girls by a militant group aiming to deny them an education These incidents reflect the desperate attempts of extremists to extinguish the dreams and aspirations of young girls, showcasing the urgent need to protect and promote girls' education worldwide.
Around the world, girls are confronted with severe dangers, including forced marriages and early pregnancies, often before they even reach their teenage years This alarming reality underscores the urgent need to recognize and uphold their rights as full and equal human beings, deserving of the opportunity to realize their limitless potential.
Through my travels and discussions with girls and experts, I've come to understand that the obstacles to girls' education extend beyond mere resources It's not solely about access to scholarships, transportation, or school facilities; it also involves deep-seated attitudes and beliefs Many still hold the view that girls are unworthy of an education, that women should remain confined to domestic roles, and that their bodies, minds, and voices lack significance.
As a woman, I take these issues personally, recognizing the subtle yet pervasive ways in which women are often overlooked and underestimated While I am grateful to have avoided the extreme hardships faced by many girls, I understand the frustration of having my ideas dismissed in meetings, only to see attention shift to a male colleague, or experiencing unwanted attention while walking down the street These personal experiences reflect broader societal issues, as evidenced by the legal landscape in my lifetime, where discrimination against women was once permissible, and women were denied the right to make crucial decisions about their own bodies Furthermore, domestic violence was historically regarded as a private issue, highlighting the urgent need for change in our laws and policies.
104 rather than as the horrific crime that it is
Today, it's easy to overlook the progress we've made regarding our rights, yet many of these freedoms are currently under threat and could be reversed if we become complacent These rights are not guaranteed and were not simply bestowed upon us; they were hard-won through the persistent efforts of individuals who marched, protested, and fought for justice in various arenas, including courtrooms, boardrooms, voting booths, and Congress.
Education is fundamental to empowerment, enabling individuals to read, write, analyze, and advocate for justice and equality Girls worldwide recognize the transformative power of education and are determined to pursue it against all odds In Senegal, girls study diligently in challenging conditions, while in Cambodia, they rise before dawn to reach their schools Bangladeshi immigrant girls in the UK dedicate countless hours to their studies, proudly embracing their identity despite facing discrimination These courageous girls risk rejection and personal safety to attend school, showcasing their unwavering commitment to education.
Amidst a crowd of international reporters, these resilient girls stand tall, unwavering as they face the cameras With pride, they articulate their aspirations to become doctors and teachers, embodying a powerful desire to be agents of change in their communities.
Education is the key to self-sufficiency, empowering individuals to shape their own destinies instead of allowing others to dictate their lives I resonate deeply with the determination of these girls, who strive to overcome their circumstances and aspire for greater opportunities Many of you likely share this passion and understanding as well.