Racism is defined (Van Dijk, 1993A) as a specific social system of domination in which ethnic groups and their members (i. e. majority) abuse their power in various ways in interaction with other ethnic groups and their members (i. e. minority). Modern racism is hidden, so finding racism needs special strategies in new texts and discourses. Elites have power, control and access to media and they influence people. Van Dijk represents structures and strategies (reproduction of racism theory, 1993A) finding racism which consist of surface Structures and meaning (deep) structures. In this research, Donald Trump’ s lectures in election (2016, SEP) taken from New York Times were analyzed based on Van Dijk’ s Structures and Strategies. The findings of this research show that Trump considers religion, nationality and culture of immigrants. Moreover, many of surface and meaning structure are found in Trump’ s lectures with different frequencies. Generally speaking, the results of this research are in concordant with Van Dijks’ s researches on racism.

The main purpose of current inquiry is to answer the question that how language use inrelation to sexual phenomena and what is desirable picture according that and which principles and procedures are oriented in education. In the study, the complexity of language usage in sex education and necessity of understanding of cultural and social contexts and the role of structure has been considered. The status quo refers to texts that are still legally valid and can be cited. In order to achieve these goals the Critical discourse analysis ((CDA)) base on Norman Fairclough as methodology was used. The results indicate that the dominant discourse of sex education in Iran education shouldbe called “ discourse of restraint” . The characteristic of the mentioned discourse are more focus on negative aspects of sex education. The representation of this discoursereflects the reality of sexual desire in a way that looks at the threats of sexual instinct rather than its opportunities for student in a happy life.

About two years after the Iraq-Iran war, and at a time when Iraqi-Iranian relations were neither war nor peace, Saddam Hussein as Iraq's top political leader, wrote letters to high-ranking Iranian officials. In the correspondences, he sought to portray himself as a pacifist seeking a peaceful solution to the Iraq-Iran crisis. Iranian officials replied obsessively to all the letters. The role of these letters was very important because they were written after the war that incurred heavy human and material losses between the two countries. At that time, officials of both countries were very careful and cautious in what to say and how to say it. Probably, it could be said that the war between the two countries had gone from a physical battle to an attempt at verbal persuasion. Therefore, it is important and necessary to examine and analyze these messages through Critical discourse analysis. After reviewing the correspondences, it became clear that there was a dialectical connection between their ideology, power, and texts. The more socially and politically powerful the actor is, the more opportunity he has for linguistics, and in turn, has an effect on his display of power. Officials of both countries – even perhaps unknowingly - used the discourse components to strengthen and direct their discourse; components such as: polarization, reference, lexical options, participant characteristics, implicit signification, distance, and fallacy.

Introduction: The human being is only the creature that fulfills inherent essence by system of education. Socialization is a main goal of education. Socialization is accomplished through various institutions. The main institutions of socialization consist of: family, school, peer group, mass media, ideology and government. School is an important institution for socializing of children. Socilizing of children in schools is accomplished through friends, peer groups, teacher and textbooks. The elementary textbooks play an important role in implementing socialization processes. Socialization features (values, norms, roles, etc.) in textbooks are demonstrated through distinct mechanisms. The contexts of elementary that text book that usually consists of socialization features influence the students' thoughts and behaviors. It is important to determine and clarify how these materials influence the students.Critical discourse analysis ((CDA)) is an area of scholarship. (CDA) intends to reveal the interaction between language, power and ideology inherent in language; therefore (CDA) discovers discursive features capable of exerting power and telling ideology through them.Research Questions: 1. What are explicit socialization features in Farsi textbooks of elementary school? 2. What are socialization features in Farsi textbooks of hidden elementary schools?3. What are omitted socialization features in Farsi textbooks of elementary schools?4. Are there differences between Farsi textbooks of elementary school from the point of view of discursive features for socializing of children?Method: A mixed design method (qualitative and quantitative) has been used to conduct this research. This research has many characteristics of quantitative paradigm like using of numbers and objective perspective and a characteristic of qualitative paradigm like discovery. In text analysis researchers encountered datum that did not include either of previous definite categories. According to many witnesses, a new category entitled "environmental values" was added to existing categories. Sampling was purposive and coordinated with research goals. Population were all of Farsi textbooks of elementary school in 2005-2006. In this study the Farsi textbooks (grade 1, 3, 5) used in Iranian elementary schools have been analyzed using Van Leeuwen's (1996) modified model of discursive and socialization features. This research was conducted in the following stages:1. All of texts of Farsi textbooks (reading book) grade 1, 3, 5 of elementary school were examined.2. According to discursive features of Van Leeuwen's model, discursive statements became distinct.3. Discursive features were extracted. 4. Then values, norms and roles of social actors represented in texts like stories, poems and photos were determined. These features may been in one statement or in one paragraph or in one lesson explicitly or implicitly. 5. The Chi-square (X2) procedure was used to measure the possible statistical differences between the socialization and discursive features. 6. Then results was interpreted. 7. Inter-rater reliability and Intra-rater reliability were calculated for more confidence of results. Correlation coefficient in inter rater reliability was .87, P= .01 and in intera-rater reliability was .85, P=.01.Results: In answer to question one:1. Religious values in each book had the most frequency. In Farsi grade 1, environmental and political values had the second rank and the third rank. Individual theoretical and familial values with the same frequency, had the fourth rank and, economical, art, social, national values came as the last rank. In Farsi grade 3, theoretical and individual values had the second rank and environmental, social, political, art, national, economical and familial had the next ranks. In Farsi grade 5, individual values had the second rank and social and political values the third rank and theoretical, art, national, economical, familial and environmental values followed. Norms had less frequency than values. Social manners, social morals, social laws and regulations had the highest frequency in textbooks. Traditional gender roles had the highest frequency. In answer to question two:2. Religious values, political values and traditional roles were mostly hidden in textbooks. Most women were housewives. They did house work. Sons played with cars and daughters played with dolls. In answer to question three: 3. Globalization values, folklore, social ceremonies and new roles (except one discourse) were totally omitted. In answer to question four:4. There were differences between quantity and kind of discursive features in Farsi textbooks. Frequency of hidden inclusion, abstraction, genericization and overdetermination were less than explicit inclusion, objectivation, specification and single determination.Conclusion: Religious values had the first rank and political values had the next rank. These findings corresponded with internal and external researches that power and ideology are coded in language. Elementary period is the most important period of education for children. Children in this period willieam obedience from masters of power and governmental and social laws.Men are represented more than women and traditional roles were been more than new roles. These findings correspond with internal and external researches. In textbooks, women are always reinforced with emotional and passive roles. Women are sometimes limited with their home and their family but men are concerned with power, politics and wealth. Frequencies of hidden inclusions were less than explicit inclusions. Authors of Farsi textbooks didn't try to hide ideology; on the contrary their goal was showing that ideology.Globalization values and folklore are omitted from discourses of elementary textbooks; country of Iran is formed from different tribes. It is necessary to know different cultures of Iran and students should become familiar with Iran tribes and globalization values in textbooks.

This study was planned to investigate the effect of explicit teaching of some Critical discourse analysis ((CDA)) techniques on Iranian EFL learners' Reading Comprehension. It was attempted to explore any change in the students’ abilities in revealing the implied meaning of the texts. Any change in the students’ views toward learning English was also explored in this study after Critical reading instruction through (CDA) techniques. To this end, two news articles were selected from online sources. The participants were 60 undergraduate students of Law at Bandar Anzali Azad University. They were assigned to two groups of 30 students. The experimental group were required to hand in a reflective essay on each reading article. They also responded to a questionnaire to reveal any change in their attitudes toward English language learning or any increase in their motivation to learn it. The results revealed that the experimental group outperformed the control group after being instructed to read between lines through (CDA). Their motivation also increased in learning English after becoming familiar with the field of (CDA).

This article is an attempt to indicate the relationship among Critical discourse analysis, linguistic criticism and literary text studies. Interactional processes, apart from making use of media, political, social and philosophical studies, take benefit of the literary texts. Literature can be an appropriate setting to communicate ideology, therefore it is a Critical device and should be analysed as such. Critical discourse analysts believe that producing, reading and analyzing a text depends on macro and micro contexts of socio- cultural situations. As a result the literary texts and literary analyses are the products of these particular contexts.

تحلیل گفتمان انتقادی شاخه ای جدید و بین رشته ای در علوم انسانی و بالاخص در حوزه نقد زبان شناختی است که در سال های اخیر توسعه بیشتری پیدا کرده و در تحلیل مسائل مختلف سیاسی- اجتماعی و البته متون ادبی خودنمایی می کند. نورمن فرکلاف نظریه پرداز و بنیان گذار این جریان فلسفی-زبان شناختی در اواخر قرن بیستم میلادی با دریافت و گذر از نظریات نشانه شناسی، تأویل گرایی گادامر، دیرینه شناسی میشل فوکو و با رد آراء صرفا اقتصاد گرایانه ی نئوکمونیست ها و با نگاهی به پسا ساختار گرایی دریدایی توانست مفهوم گفتمان قدرت و مردم را از طریق ساخت های ایدئولوژیک به دست آمده از صورت های زبانی تازگی ببخشد.مقاله ی حاضر می کوشد با رویکردی تطبیقی، مفهوم کلیدی و کلان مدرنیته را در بافت موقعیتی رمان های مدیر مدرسه از جلال آل احمد و سفر به انتهای شبِ لویی-فردینان سِلین فرانسوی، که اصطلاح مدرنیته به عنوان گفتمان قدرت در رمان های نیمه اتوبیوگرافیک (خود زندگی نامه) مذکور در تضاد با گفتمان رسمی قهرمان های داستان است، بر اساس رویکرد نظری نورمن فرکلاف تحلیل و بررسی کند. باید گفت که آل احمد در مدیر مدرسه قصد انتقاد از عواقب جامعه ای را دارد که غرب زده شده و به تقلید از مدرنیته ی غربی اخلاق، معنویات و فرهنگ سنتی را به فراموشی سپرده است. سِلین نیز در سفر به انتهای شب با دنیای پست مدرن غرب و گفتمان مدرنیته که در جایگاه گفتمان قدرت قرار دارد، رسم و رسوم جاری بین افراد جامعه را، که تحت تاثیر پدیده ی مدرنیزاسیون دولتی و ظهور بیش از پیش ماشین های صنعتی هویت انسانی خود را باخته اند، در قالب جملات قصار و لحن عامیانه به دیده ی تحقیر می نگرد.

The social world is the field of multiple discourses in which they are competing over their stabilization of discursive space. The concrete adequacy pertains to potency of discourse in the pattern-making of basic society institutions such as family. After the Islamic revolution, belligerent discourses have tried to combat discursive stream of the Islamic revolution. In this article, after searching through valid documents and news about women and family among social networks and domestic/international news agencies (62 documents between the year 2012-2015), the pattern of family has been studied from the perspective of DAESH discourse according to (CDA) and Lacanian discourse analysis in three levels of descriptive, interpretative, and explanative analysis. Some parts of the discursive power of that pattern relate to communications and the virtual space.It seems that DAESH’s family pattern is articulated around the concepts of ‘masculinity’, ‘dominance of collectivism, ’ and ‘attention to Salafism and Superficialism doctrines’.