Interrogating the Miseducative and Regressive Discourse of Problem-Solving in “Miraculous Ladybug”: Towards a Critical TBLT and Media Literacy Approach for L۲ Pedagogy

This study employs a corpus assisted quantitative-qualitative CDA approach (Fairclough, ۲۰۰۳) of ۱,۳۰۸ utterances from Miraculous Ladybug in the processes of facing and solving a problem. Findings reveal a pervasive authoritarian discourse characterized by high-frequency imperatives (۵۸.۵%), certainty modals (۲۴.۵%), and absolutist language (۴۲.۵%), against a critical deficit in collaborative markers (<۱% conditionals). While these repetitive structures align with input flooding (Ellis, ۲۰۱۵) for SLA, they simultaneously model a miseducative discourse and regressive pedagogy that promote instinct and magical solutionism over deliberation. This discourse naturalizes a deep hierarchical divide and trains L۲ learners in the unquestioning acceptance of authority, thereby fostering an anti-deliberative, reductive, and uncritical mindset. To address this paradox, we propose a critical pedagogical framework that integrates Task-Based Language Teaching (TBLT) and critical media literacy (Kellner & Share, ۲۰۱۹). This approach transforms the series’ limitations into teachable moments, enabling educators to use its valuable comprehensible input while reducing its ideological load and developing learners' critical, collaborative problem-solving skills.

کلیدواژه ها:

Critical Discourse Analysis ، Critical Media Literacy ، Miseducative Discourse ، Problem-Solving Discourse ، Regressive Pedagogy