A Critical Discourse Analysis of Medical English Course Syllabuses

This article presents an analysis of the teacher-student power relationship embedded in three English for Medical Purposes (EMP) course syllabuses at a case study university. The employs Fairclough's critical discourse analytical approach to examine linguistic elements syllabuses, including verbs, modality, and quantifying adjectives. findings reveal that textually represent unequal relationship, with teachers holding significant authority over students. finding is as it contradicts some recommendations ESP teaching should avoid teacher-centred approach. By analysing this provides valuable insights into dynamics EMP courses highlights importance critically examining materials equitable student-centred learning environments.