Discourse Analysis Of Britain International Education Policies Since21th Century From Fairclough’s Perspective

Educational internationalization can be regarded as an irresistible trend and future for a country keeping up with globalization in Informational Era.As a typical capitalization nation,the United Kingdom had been carried out international education activities with a very long history under the guideline of ralated policies.The International Education Policies in United Kingdom that had been published publicly since 21 th century is seen as the objection in this study.It seems to be static message in the surface,however,not only does it refer to the circulation and interaction of educational resources,but also it includes a dynamic competitive but cooperative Game of various interests during different periods.Nevertheless,the so called authoritative educational policies by the government can be described correctly and transformed impartially? On the other hand,or it is just possibly that the core context in the policies might be exaggerated or misinterpreted? These are some existing concerns needed to be paid much more attentions alter for the policy-makers and policy-performers.It cannot be ignored that the definition and description of questions are constructed and interpreted artificially,which means if policy-makers,policy-scholars and policy performers do not take the Meaning World hiding behind the language into serious consideration,the original questions and realistic needs cannot be understood fundamentally.The Britain international education policies are divided into four periods in chronological order.The first stage is the spontaneous international cultural communication before 21 th century and the second part is the positive connection from 2000 to 2004.The following period is deepening global partnership from 2005 to 2012 and the last one is the so-called “meeting in a narrow path” by the influence of Brexit and epidemic since 2013 until now.With the language analysis tool(Antconc)and theoretical framework of Fairclough Discourse Analysis,the main context and characteristics of Britain International Education Policies published since21 th century are included in this thesis.In addition,context in the policy is re-decoded and decoded on the base of documentary method and historical-comparative method from linguistic perspective.Specifically,word frequency,micro elements and changes of focus points are discussed in Chapter Four from text dimension.Moreover,the production,consumption and reproduction of discourse as well as intertextuality chain will be analyzed in Chapter Five from discourse practice dimension.Lastly,this thesis tries to figure out the construction of social ideology and communication of various interest from society practice dimension in Chapter Six.It can be found:Firstly,on the basis of the analysis about words Cluster,Concorance Plot,Collocates,Keyword in Context Sort,and Word Cloud in the main policies published since 21 th century,we can discovered that the economic elements change from recessive side to dominant one.The higher education elements transform from macro level to micro level and self-orientation of the United Kingdom is changed from Global partner to Global Britain.Secondly,it can be found from the overall characteristics of Britain international education policies that dispel and reconfirmation of space-time idea is influenced by the globalization and epidemic.Besides,the participants behind policies are changed from just single one from the beginning to multi-department cooperation and more and more discourse power are expressed in the text.There are two clear intertextuality chain from the aspect of discourse practice,including the “From below to top”pattern between educational policies and folk discourse and the “From top to bottom” pattern between educational policies and political discourse.In addition,discourse distribution,discourse consumption and order rebuilding in the policies will be talked when it comes to the discussion of intertextuality elements.Thirdly,from the social practice aspect,the convert ideology behind text in policies can be regarded as the interpretation of unbalanced relationship between authority and folk as well as the explanation of dialog relationship between official media and international students,which exposes the certain attitude of central government to the uncertainty.In the end,the existent problems of Britain International Education policies is related closely to what is happening around the world.The new pattern of cross-border education dominated by the central government and supplemented by academic authority makes the government relies more on the economic effect.What is more,the autonomy and academic position of Britain universities might be restricted by a third organization of foreign student education trusted by government.Frequently,the international education market share of Britain has been cut by the emerging nations that had been improved the quality of their own international education.In conclusion,the discussion in this study tries to provide some domestic experiences in carrying out international education activities,including taking the advantages of the socialist system with the leverage of The Belt and Road,attracting international students with diverse interest as well as improving the development of territorial higher education by enlarging supply.