Implications of critical discourse analysis in teaching and learning Tamil in the context of Malaysian higher education

This research analyzed the Implications of Critical Discourse Analysis in teaching and learning Tamil in the context of Malaysian Higher Education. This study uses Fairclough's framework (1995), critical questioning framework synthesized from Fairclought's framework (1995), 5 point scale synthesized from Fairclough (1995), translated version of Watson-Glasor's Critical Thinking Skills test frame and a student's opinion elicitation questionnaire. This study comprises of 5 stages based on 5 research questions. They are: 1) critical analysis of the news paper articles by the researcher, 2) review of the differences in the critical ability of the students through the administration of the pre and post tests containing 10 synthesized questions reflecting the Critical Discourse Analysis, 3) study of Critical language Awareness of students through a 5 points evolved for this purpose, 4) study of the Critical Thinking Skills of the students through the administration ofWatson-Glaser's Critical Thinking Skills test frame, 5) study of the students views regarding the role of Critical Discourse Analysis for enhancing the critical ability in particular and for language learning in general. The major findings of this study reveal that the teachings of Critical Discourse Analysis helped to enhance students' ability to think critically. The findings of this research will be more valuable to those who are actively participating in research on Critical Discourse Analysis, that may include lecturers as well as the students who are learning Critical Discourse Analysis.