شبكة المعلومات العربية التربوية

This paper highlights how critical discourse analysis CDA can be applied to language policy. In particular, it examines language policy in Palestine in light of the framework identified by Chouliaraki & Fairclough (1999). The study investigates the role of English in education policy and the effort made to reform education policy in Gaza as part of Palestine. In addition, this study attempts to analyze the data collected from the a policy document utilized in this study, Critical document Analysis. The study provides a more comprehensive picture of Considering that Palestine is an occupied land with enormous political problems yet marked with educational development. Although Palestine is labeled with the use of English as a medium of instruction in science faculties it is faced with various challenges including a lack of guidelines from Ministry of Education and Higher Education (MOEHE), inadequate interpretation of the language policy by education stakeholders. (Author's abstract)