Maya Kalyanpur (USA University of San Diego), Padmini Bhuyan Boruah (India Gauhati University), Sarina Chugani Molina (USA University of San Diego)
The Politics of English Language Education and Social Inequality
Global Pressures, National Priorities and Schooling in India
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Maya Kalyanpur (USA University of San Diego), Padmini Bhuyan Boruah (India Gauhati University), Sarina Chugani Molina (USA University of San Diego)
The Politics of English Language Education and Social Inequality
Global Pressures, National Priorities and Schooling in India
- Broschiertes Buch
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.
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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.
Produktdetails
- Produktdetails
- Education, Poverty and International Development
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 200
- Erscheinungstermin: 30. Dezember 2022
- Englisch
- Abmessung: 233mm x 154mm x 14mm
- Gewicht: 340g
- ISBN-13: 9780367646189
- ISBN-10: 0367646188
- Artikelnr.: 65937555
- Education, Poverty and International Development
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 200
- Erscheinungstermin: 30. Dezember 2022
- Englisch
- Abmessung: 233mm x 154mm x 14mm
- Gewicht: 340g
- ISBN-13: 9780367646189
- ISBN-10: 0367646188
- Artikelnr.: 65937555
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.
About the Authors
List of figures and tables
List of abbreviations
Acknowledgements
Prologue: Our language stories
PART I: The global context for language policy
1 Introducing a postcolonial perspective on language education
A colonial/postcolonial framework
Language as a tool of oppression in globalization
The diminishment of non-world languages
Socio-economic barriers to acquisition of the English Language
The structure of the book
2 Language, linguicide and equity: Navigating the tension between heritage,
national and colonial agendas
Language vitality, status, and terminology
National language policies in Pakistan and Bangladesh: Issues of linguistic
equity
The Chinese language diaspora in East Asia
Language challenges in Taiwan and Hong Kong
Linguicide or the integration of heritage language education?
Part II: The politics and practice of India's language education policy
3. Language contestations and the illusions around English in India's Three
Language Formula
English in education: From constitutional provisions to policy
English as deliverance, English as Indian: Competing social and educational
goals
Pedagogic models of English Language Teaching: Ground realities and social
disadvantage
Repositioning English: Empowerment agendas and multiliteracy frameworks
Conclusion
4. English language teachers and teacher education: Challenging normative
linguistic positionings
The impact of national education policies on language teacher education
Moving beyond the colonial legacy: Alternative pedagogy and curricular
models of language education
Teachers' pedagogy, invisibility, voice and agency
Restructuring English language teacher education: New initiatives
Conclusion
5. English medium private schools: Teaching bilingual and multilingual
students in the context of inequality
Language teaching in Karnataka private schools: Linguistic and cultural
contexts
Language of instruction: Helping those who struggle
English language teaching in classroom contexts
Conclusion
6. L2 English language acquisition: Dyslexia and learning inequalities in
private schools
Dyslexia: the language difference vs learning disorder debate
Dyslexia and English literary acquisition in the Indian school context
Learning disabilities, dyslexia and disadvantage
The implications for disadvantaged learners in English medium private
schools
Conclusion
Part III: Decolonizing language education and challenging disadvantage
7. English language education and the case against neutrality
Language and globalization: Hybridity, neutrality, and the danger of
complicity
Race and power: The persistence of racio-linguistic ideologies
Considering postcolonial approaches in the English language classroom
Reimagining a possible future of English language education
8. Challenging disadvantage through language education policy and practice:
New postcolonial directions
The complexities and challenges of language education policies and
practices
Engaging in decolonial resistance and critical pedagogy
The reflective practitioner: Rethinking our professional selves
Conclusion
Glossary
Index
List of figures and tables
List of abbreviations
Acknowledgements
Prologue: Our language stories
PART I: The global context for language policy
1 Introducing a postcolonial perspective on language education
A colonial/postcolonial framework
Language as a tool of oppression in globalization
The diminishment of non-world languages
Socio-economic barriers to acquisition of the English Language
The structure of the book
2 Language, linguicide and equity: Navigating the tension between heritage,
national and colonial agendas
Language vitality, status, and terminology
National language policies in Pakistan and Bangladesh: Issues of linguistic
equity
The Chinese language diaspora in East Asia
Language challenges in Taiwan and Hong Kong
Linguicide or the integration of heritage language education?
Part II: The politics and practice of India's language education policy
3. Language contestations and the illusions around English in India's Three
Language Formula
English in education: From constitutional provisions to policy
English as deliverance, English as Indian: Competing social and educational
goals
Pedagogic models of English Language Teaching: Ground realities and social
disadvantage
Repositioning English: Empowerment agendas and multiliteracy frameworks
Conclusion
4. English language teachers and teacher education: Challenging normative
linguistic positionings
The impact of national education policies on language teacher education
Moving beyond the colonial legacy: Alternative pedagogy and curricular
models of language education
Teachers' pedagogy, invisibility, voice and agency
Restructuring English language teacher education: New initiatives
Conclusion
5. English medium private schools: Teaching bilingual and multilingual
students in the context of inequality
Language teaching in Karnataka private schools: Linguistic and cultural
contexts
Language of instruction: Helping those who struggle
English language teaching in classroom contexts
Conclusion
6. L2 English language acquisition: Dyslexia and learning inequalities in
private schools
Dyslexia: the language difference vs learning disorder debate
Dyslexia and English literary acquisition in the Indian school context
Learning disabilities, dyslexia and disadvantage
The implications for disadvantaged learners in English medium private
schools
Conclusion
Part III: Decolonizing language education and challenging disadvantage
7. English language education and the case against neutrality
Language and globalization: Hybridity, neutrality, and the danger of
complicity
Race and power: The persistence of racio-linguistic ideologies
Considering postcolonial approaches in the English language classroom
Reimagining a possible future of English language education
8. Challenging disadvantage through language education policy and practice:
New postcolonial directions
The complexities and challenges of language education policies and
practices
Engaging in decolonial resistance and critical pedagogy
The reflective practitioner: Rethinking our professional selves
Conclusion
Glossary
Index
About the Authors
List of figures and tables
List of abbreviations
Acknowledgements
Prologue: Our language stories
PART I: The global context for language policy
1 Introducing a postcolonial perspective on language education
A colonial/postcolonial framework
Language as a tool of oppression in globalization
The diminishment of non-world languages
Socio-economic barriers to acquisition of the English Language
The structure of the book
2 Language, linguicide and equity: Navigating the tension between heritage,
national and colonial agendas
Language vitality, status, and terminology
National language policies in Pakistan and Bangladesh: Issues of linguistic
equity
The Chinese language diaspora in East Asia
Language challenges in Taiwan and Hong Kong
Linguicide or the integration of heritage language education?
Part II: The politics and practice of India's language education policy
3. Language contestations and the illusions around English in India's Three
Language Formula
English in education: From constitutional provisions to policy
English as deliverance, English as Indian: Competing social and educational
goals
Pedagogic models of English Language Teaching: Ground realities and social
disadvantage
Repositioning English: Empowerment agendas and multiliteracy frameworks
Conclusion
4. English language teachers and teacher education: Challenging normative
linguistic positionings
The impact of national education policies on language teacher education
Moving beyond the colonial legacy: Alternative pedagogy and curricular
models of language education
Teachers' pedagogy, invisibility, voice and agency
Restructuring English language teacher education: New initiatives
Conclusion
5. English medium private schools: Teaching bilingual and multilingual
students in the context of inequality
Language teaching in Karnataka private schools: Linguistic and cultural
contexts
Language of instruction: Helping those who struggle
English language teaching in classroom contexts
Conclusion
6. L2 English language acquisition: Dyslexia and learning inequalities in
private schools
Dyslexia: the language difference vs learning disorder debate
Dyslexia and English literary acquisition in the Indian school context
Learning disabilities, dyslexia and disadvantage
The implications for disadvantaged learners in English medium private
schools
Conclusion
Part III: Decolonizing language education and challenging disadvantage
7. English language education and the case against neutrality
Language and globalization: Hybridity, neutrality, and the danger of
complicity
Race and power: The persistence of racio-linguistic ideologies
Considering postcolonial approaches in the English language classroom
Reimagining a possible future of English language education
8. Challenging disadvantage through language education policy and practice:
New postcolonial directions
The complexities and challenges of language education policies and
practices
Engaging in decolonial resistance and critical pedagogy
The reflective practitioner: Rethinking our professional selves
Conclusion
Glossary
Index
List of figures and tables
List of abbreviations
Acknowledgements
Prologue: Our language stories
PART I: The global context for language policy
1 Introducing a postcolonial perspective on language education
A colonial/postcolonial framework
Language as a tool of oppression in globalization
The diminishment of non-world languages
Socio-economic barriers to acquisition of the English Language
The structure of the book
2 Language, linguicide and equity: Navigating the tension between heritage,
national and colonial agendas
Language vitality, status, and terminology
National language policies in Pakistan and Bangladesh: Issues of linguistic
equity
The Chinese language diaspora in East Asia
Language challenges in Taiwan and Hong Kong
Linguicide or the integration of heritage language education?
Part II: The politics and practice of India's language education policy
3. Language contestations and the illusions around English in India's Three
Language Formula
English in education: From constitutional provisions to policy
English as deliverance, English as Indian: Competing social and educational
goals
Pedagogic models of English Language Teaching: Ground realities and social
disadvantage
Repositioning English: Empowerment agendas and multiliteracy frameworks
Conclusion
4. English language teachers and teacher education: Challenging normative
linguistic positionings
The impact of national education policies on language teacher education
Moving beyond the colonial legacy: Alternative pedagogy and curricular
models of language education
Teachers' pedagogy, invisibility, voice and agency
Restructuring English language teacher education: New initiatives
Conclusion
5. English medium private schools: Teaching bilingual and multilingual
students in the context of inequality
Language teaching in Karnataka private schools: Linguistic and cultural
contexts
Language of instruction: Helping those who struggle
English language teaching in classroom contexts
Conclusion
6. L2 English language acquisition: Dyslexia and learning inequalities in
private schools
Dyslexia: the language difference vs learning disorder debate
Dyslexia and English literary acquisition in the Indian school context
Learning disabilities, dyslexia and disadvantage
The implications for disadvantaged learners in English medium private
schools
Conclusion
Part III: Decolonizing language education and challenging disadvantage
7. English language education and the case against neutrality
Language and globalization: Hybridity, neutrality, and the danger of
complicity
Race and power: The persistence of racio-linguistic ideologies
Considering postcolonial approaches in the English language classroom
Reimagining a possible future of English language education
8. Challenging disadvantage through language education policy and practice:
New postcolonial directions
The complexities and challenges of language education policies and
practices
Engaging in decolonial resistance and critical pedagogy
The reflective practitioner: Rethinking our professional selves
Conclusion
Glossary
Index