This book explores the contemporary phenomenon of English as an international language, and sets out to analyse how and why the language has become so dominant. It looks at the spread of English historically, at the role it plays in Third World countries, and at the ideologies transmitted through the English language.
This book explores the contemporary phenomenon of English as an international language, and sets out to analyse how and why the language has become so dominant. It looks at the spread of English historically, at the role it plays in Third World countries, and at the ideologies transmitted through the English language.
Acknowledgements 1: ELT: Taking stock of a world commodity The aims of this book English for all? Professional and ethical aspects of ELT 'aid' Notes 2: English, the dominant language English in core English-speaking countries English in periphery-English countries Language promotion Opposition to the dominance of English Notes 3: Linguistic imperialism: theoretical foundations A cautionary word on terminology A working definition of English linguistic imperialism Linguistic imperialism and linguicism Cultural imperialism in science, the media, and education The State, hegemony, and ELT Notes 4: Earlier work relevant to linguistic imperialism Language spread The sociology of language Language planning Theoretical models of language teaching and learning Linguistic human rights Two approaches, Wardhaugh and Calvet Notes 5: The colonial linguistic inheritance Their masters' language Colonial educational language policy and practice The importance of English as a colonial inheritance Notes 6: British and American promotion of English The origins and structure of the British Council The British strategy for expanding ELT American promotion of English Anglo-American collaboration Notes 7: Creating a profession: the structure and tenets of ELT Creating a British academic base for ELT ELT and educational language planning for under-developed countries Tenet one: English is best taught monolingually Tenet two: the ideal teacher of English is a native speaker Tenet three: the earlier English is taught, the better the results Tenet four: the more English is taught, the better the results Tenet five: if other languages are used much, standards of English will drop Conclusions: the legacy of Makerere Notes 8: English language teaching in action ELT research ELT in 'aid' to education - The overall context of ELT 'aid' - EFL, ESL or ... ? - Principles for the analysis of ELT in 'aid' - Postulate 1: political disconnection - Postulate 2: narrowly technical training - English for special and new purposes Notes 9: Arguments in linguistic imperialist discourse Types of argument and types of power English-intrinsic arguments English-extrinsic arguments English-functional arguments The means used to exert linguistic power Arguments in language planning for Namibia Notes 10: Linguistic imperialism and ELT ELT: master-minded? On the force of the evidence Studying ELT and imperialism Notes Bibliography Index
Acknowledgements 1: ELT: Taking stock of a world commodity The aims of this book English for all? Professional and ethical aspects of ELT 'aid' Notes 2: English, the dominant language English in core English-speaking countries English in periphery-English countries Language promotion Opposition to the dominance of English Notes 3: Linguistic imperialism: theoretical foundations A cautionary word on terminology A working definition of English linguistic imperialism Linguistic imperialism and linguicism Cultural imperialism in science, the media, and education The State, hegemony, and ELT Notes 4: Earlier work relevant to linguistic imperialism Language spread The sociology of language Language planning Theoretical models of language teaching and learning Linguistic human rights Two approaches, Wardhaugh and Calvet Notes 5: The colonial linguistic inheritance Their masters' language Colonial educational language policy and practice The importance of English as a colonial inheritance Notes 6: British and American promotion of English The origins and structure of the British Council The British strategy for expanding ELT American promotion of English Anglo-American collaboration Notes 7: Creating a profession: the structure and tenets of ELT Creating a British academic base for ELT ELT and educational language planning for under-developed countries Tenet one: English is best taught monolingually Tenet two: the ideal teacher of English is a native speaker Tenet three: the earlier English is taught, the better the results Tenet four: the more English is taught, the better the results Tenet five: if other languages are used much, standards of English will drop Conclusions: the legacy of Makerere Notes 8: English language teaching in action ELT research ELT in 'aid' to education - The overall context of ELT 'aid' - EFL, ESL or ... ? - Principles for the analysis of ELT in 'aid' - Postulate 1: political disconnection - Postulate 2: narrowly technical training - English for special and new purposes Notes 9: Arguments in linguistic imperialist discourse Types of argument and types of power English-intrinsic arguments English-extrinsic arguments English-functional arguments The means used to exert linguistic power Arguments in language planning for Namibia Notes 10: Linguistic imperialism and ELT ELT: master-minded? On the force of the evidence Studying ELT and imperialism Notes Bibliography Index
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