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The Politics of English Language Education and Social Inequality

Global Pressures, National Priorities and Schooling in India
TaschenbuchKartoniert, Paperback
220 Seiten
Englisch
Taylor & Franciserschienen am30.12.2022
Based on policy analysis and empirical data, this book examines the problematic consequences of colonial legacies of language policies and English language education in the multilingual contexts of the Global South.mehr
Verfügbare Formate
TaschenbuchKartoniert, Paperback
EUR44,50
E-BookPDF0 - No protectionE-Book
EUR47,49
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Produkt

KlappentextBased on policy analysis and empirical data, this book examines the problematic consequences of colonial legacies of language policies and English language education in the multilingual contexts of the Global South.
Details
ISBN/GTIN978-0-367-64618-9
ProduktartTaschenbuch
EinbandartKartoniert, Paperback
Erscheinungsjahr2022
Erscheinungsdatum30.12.2022
Seiten220 Seiten
SpracheEnglisch
Gewicht344 g
Illustrationen1 SW-Abb., 1 SW-Zeichn., 8 Tabellen
Artikel-Nr.59521618

Inhalt/Kritik

Inhaltsverzeichnis
About the AuthorsList of figures and tablesList of abbreviationsAcknowledgementsPrologue: Our language storiesPART I: The global context for language policy1 Introducing a postcolonial perspective on language educationA colonial/postcolonial frameworkLanguage as a tool of oppression in globalizationThe diminishment of non-world languagesSocio-economic barriers to acquisition of the English LanguageThe structure of the book2 Language, linguicide and equity: Navigating the tension between heritage, national and colonial agendasLanguage vitality, status, and terminologyNational language policies in Pakistan and Bangladesh: Issues of linguistic equityThe Chinese language diaspora in East AsiaLanguage challenges in Taiwan and Hong KongLinguicide or the integration of heritage language education?Part II: The politics and practice of India´s language education policy3. Language contestations and the illusions around English in India´s Three Language Formula English in education: From constitutional provisions to policyEnglish as deliverance, English as Indian: Competing social and educational goalsPedagogic models of English Language Teaching: Ground realities and social disadvantageRepositioning English: Empowerment agendas and multiliteracy frameworksConclusion4. English language teachers and teacher education: Challenging normative linguistic positionings The impact of national education policies on language teacher educationMoving beyond the colonial legacy: Alternative pedagogy and curricular models of language educationTeachers´ pedagogy, invisibility, voice and agencyRestructuring English language teacher education: New initiativesConclusion5. English medium private schools: Teaching bilingual and multilingual students in the context of inequalityLanguage teaching in Karnataka private schools: Linguistic and cultural contextsLanguage of instruction: Helping those who struggleEnglish language teaching in classroom contexts Conclusion6. L2 English language acquisition: Dyslexia and learning inequalities in private schoolsDyslexia: the language difference vs learning disorder debateDyslexia and English literary acquisition in the Indian school contextLearning disabilities, dyslexia and disadvantageThe implications for disadvantaged learners in English medium private schoolsConclusionPart III: Decolonizing language education and challenging disadvantage 7. English language education and the case against neutralityLanguage and globalization: Hybridity, neutrality, and the danger of complicityRace and power: The persistence of racio-linguistic ideologiesConsidering postcolonial approaches in the English language classroomReimagining a possible future of English language education8. Challenging disadvantage through language education policy and practice: New postcolonial directionsThe complexities and challenges of language education policies and practices Engaging in decolonial resistance and critical pedagogyThe reflective practitioner: Rethinking our professional selves ConclusionGlossaryIndexmehr

Autor

Maya Kalyanpur is Professor of Inclusive Education, Department of Learning and Teaching at the University of San Diego, USA.

Padmini Bhuyan Boruah is Professor and Head, Department of English Language Teaching at Gauhati University, India.

Sarina Chugani Molina is Associate Professor in English Language Education, Department of Learning and Teaching, University of San Diego, USA.

Sunaina Shenoy is Assistant Professor in the Educational Diagnostic Certificate Program, Department of Special Education, University of New Mexico, USA.
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