Gereluk, DianneSingh, Sukhdaiyal2016-09-282016-09-2820162016Singh, S. (2016). Critical Discourse Analysis: The Impact the Ontario Secondary School Literacy Test has on ESL Teachers’ Teaching Practices and Work Environments (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25488http://hdl.handle.net/11023/3341The Ontario Ministry of Education has implemented the Ontario Secondary School Literacy Test (OSSLT) as a means to assess whether students have mastered basic literacy at the grade 9 level. Much research has focused on the process of language acquisition and the impact standardized testing has on English language learners (ELLs). The domain of inquiry for this thesis is the way in which the OSSLT impacts teachers’ decisions as they prepare ELLs for the OSSLT, as well as how the privileging of knowledge influences teachers’ curricular practices and work environment. In this thesis, I draw upon critical discourse analysis to consider how issues of (a) power and dominance, (b) discourse access, (c) social cognition, and (d) discourse structure are at play for teachers when preparing ELLs for the OSSLT.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Education--Curriculum and InstructionOntario Secondary School TestEnglish Language LearnersStandardized TestEnglish as a Second LanguageCultural Test Biasdoctoral thesis10.11575/PRISM/25488