The Politics of English Language Education and Social Inequality

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.

Autorentext

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.

Inhalt

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