We examine one example of this: Subtirelu's (2015) study of comments about instructors' language and ethnicity on. Yet, various critics have charged that CDA's generalizations, drawn from textual analysis, conflate analysts' own interpretations with those of 'typical' readers. However, RMP users' discourse is shown to be less overtly discriminatory and instead to reproduce dominant language ideology in subtle, previously undescribed ways.Ĭritical discourse analysis (CDA) studies how social dominance and power are discursively enacted through, for example, discourse's influence on attitudes, beliefs, and ideologies. Findings confirm the presence of disadvantages related to ‘Asian’ instructors' race and language. A mixed methodological approach combining statistical analysis of numeric RMP ratings, quantitative corpus linguistic techniques, and critical discourse analysis was employed. The present study explores the extent to which such ideological presuppositions and exaggerative performances are observable in students' evaluations of ‘Asian’ mathematics instructors on the website (RMP). Research into language ideologies concerning NNESs in the US suggests that such complaints can be understood as manifestations of a broader project of social exclusion operating, in part, through the ideological construction of the NNES as incomprehensible Other. Nonnative English speakers (NNESs) who teach at English-medium institutions in the United States (US) have frequently been the subject of student complaints.
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