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Journal ArticleDOI

The Vernacularization of English: Crossing Global Currents to Re-Dress West-Based TESOL.

01 Mar 2006-Critical Inquiry in Language Studies (Lawrence Erlbaum Associates, Inc.)-Vol. 3, Iss: 2, pp 131-146
TL;DR: Based on a long-term, evolving exploration regarding English language teaching and learning in English and vernacular medium settings in Gujarat, India, the authors offers a discussion of two key points: 1) the degree to which English is vernocalized in multilingual postcolonial contexts, and 2) ways in which Ivernacular pedagogic practices are effective ways of learning and teaching English.
Abstract: Based on a long-term, evolving exploration regarding English language teaching and learning in English-and vernacular-medium settings in Gujarat, India, this paper offers a discussion of two key points: 1) the degree to which English is vernacularized in multilingual postcolonial contexts, and 2) ways in which vernacular pedagogic practices are effective ways of learning and teaching English. The paper then moves into discussing the implications of such points for west-based TESOL-specifically teacher education-which has historically viewed vernacular pedagogic practices in non-western contexts as not being 'effective' or 'communicative.' The paper concludes with a discussion of what I, as insider to both communities—a native to India and a partial practitioner of west-based TESOL teacher-education—am doing to build bridges between the two realms that have hitherto remained relatively separate.
Citations
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01 Mar 2004
TL;DR: In this paper, the authors examine the ways in which teachers navigate and manage the dilemmas created between their professional ethic of cultural respect and the curricula of linguistic/cultural orientation to Western higher education, and suggest that holistic, tightly bounded notions of culture no longer adequately inform pedagogic practice in these globalized and globalizing sites.
Abstract: Sites of internationalized education are the result of, and in turn contribute to, the cultural processes of globalization. These sites have created new education contact zones which may pose moral dilemmas for the teachers therein – in particular for the teachers employed in the cultural contact zones of English as a Second Language (ESL), English for Academic Purposes (EAP), and Foundation preparatory programs. This paper reviews theorizations of culture, cultural identity and cultural processes under conditions of globalization, and then analyzes teachers' interview accounts of pedagogic choices in designing and enacting educational programs for international students in the contact zone of the global university. Specifically, it examines the ways in which teachers navigate and manage the dilemmas created between their professional ethic of cultural respect, and the curricula of linguistic/cultural orientation to Western higher education. It is proposed that teachers' different assumptions about the cultural processes of globalization contribute to the construction of a range of strategies and moral positions when managing such dilemmas. Moreover, it is suggested that holistic, tightly bounded notions of culture no longer adequately inform pedagogic practice in these globalized and globalizing sites.

157 citations

Journal ArticleDOI
TL;DR: The authors address and expand on several key themes that arise from and unify the various contributions to the issue: enhanced status and implications of locality in policy research, practitioner agency and the ethical concerns involved, the globalization of particularistic agendas (i.e., neo-liberalism) and their impact on nation-state identities and policy enactments.
Abstract: Prior research in the area of language policy and planning (LPP) has been focused primarily on macro decision-making and the impact of national, local, and institutional policies in educational settings. Only recently have scholars begun examining the everyday contexts in which policies are interpreted and negotiated in ways that reflect local constraints and possibilities. The redirection of inquiry toward situated policy enactments in TESOL is the central theme of this special issue and the introductory article. In this article we address and expand on several key themes that arise from and unify the various contributions to the issue: (a) the enhanced status and implications of locality in policy research, (b) practitioner agency and the ethical concerns involved, (c) the globalization of particularistic agendas (i.e., neo-liberalism) and their impact on nation-state identities and policy enactments.

127 citations


Cites background from "The Vernacularization of English: C..."

  • ...They draw their life force from interpretations that get cast on them and from humans that claim and appropriate them into their respective domains (Ramanathan, 2006)....

    [...]

Journal ArticleDOI
TL;DR: The global enterprise of English language teaching (ELT) ought to present the possibility of bringing millions of people into the global traffic of meaning as mentioned in this paper. Yet it does not do so because global ELT is paradoxically viewed as a monolingual enterprise.
Abstract: The global enterprise of English language teaching (ELT) ought to present the possibility of bringing millions of people into the global traffic of meaning. Yet it does not do so because global ELT is paradoxically viewed as a monolingual enterprise. Both the pedagogy that underpins much of this spread and the ways in which the global spread of English has been described and resisted emphasize English as a language that operates only in its own presence. Overlooked are the ways in which English always needs to be seen in the context of other languages, as a language always in translation. Yet if we wish to take global diversity seriously, we would do well to focus on semiodiversity (the diversity of meanings) as much as glossodiversity (the diversity of languages), and to do so by taking up a project of translingual activism as part of ELT. If students are to enter the global traffic of meaning, translation needs to become central to what we do.

103 citations


Cites background from "The Vernacularization of English: C..."

  • ...While this is profoundly obvious to those in countries where English has arrived as a language among many (see for example, Ramanathan, 2006a), the vast English export industry purveys the language as if it were an entity on its own, as if the main context of its use were only in its own presence....

    [...]

  • ...(Ramanathan, 2006b: 224) There are two main trajectories that have brought this about....

    [...]

References
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Book
01 Jan 2000

554 citations

Book
01 Jun 2002
TL;DR: The authors consider the issues globalization raises for second language learning and teaching and show how, in an economy based on services and information, the linguistic skills of workers becomes increasingly important, and how this has implications for how and why people learn languages and for which languages they learn.
Abstract: This book considers the issues globalization raises for second language learning and teaching. Block and Cameron's collection shows how, in an economy based on services and information, the linguistic skills of workers becomes increasingly important. New technologies make possible new kinds of language teaching, and language becomes an economic commodity with a value in the global marketplace. This has implications for how and why people learn languages, and for which languages they learn. Drawing together the various strands of the globalization debate, this rich and varied collection of contributions explores issues such as: *The commodification of language(s) and language skills *The use of new media and new technologies in language learning and teaching *The effects of globalization on the language teaching industry *New forms of power and resistance.

535 citations

BookDOI
TL;DR: In this article, the authors introduce a critical pedagogical curriculum to a MatesL course: a reflexive account from feminist perspectives Angel M. Y. Lin and Karen Vanderheyden.
Abstract: Part I. Introduction: 1. Two takes on critical pedagogies Allan Luke 2. Introduction Bonny Norton and Kelleen Toohey Part II. Reconceptualizing Second Language Education: 3. Critical Multiculturalism and Second Language Education Ryuko Kubota 4. Gender and sexuality in foreign/second language education: critical and feminist approaches to research and pedagogy Aneta Pavlenko 5. Representation, rights and resources: multimodal pedagogies in the language and literacy classroom Pippa Stein 6. Assessment in multicultural societies: applying democratic principles and practices to language testing Part III. Challenging Identities: 7. Subversive identities, pedagogical safe houses and critical learning Suresh Canagarajah 8. 'Why does this feel empowering?': thesis writing concordancing and the corporatizing university Sue Starfield 9. Modals and memories: a grammar lesson on the Quebec Referendum on Sovereignty Brian Morgan Part IV. Researching Critical Practices: 10. The logic of non-standard teaching: a course in Cape Verdean culture and history Ines Brito, Ambrizeth Lima and Elsa Auerbach 11. Comic book culture and second language learners Bonny Norton and Karen Vanderheyden 12. Putting Classroom interaction in its Place: understanding gender and foreign language learning Jane Sunderland 13. Living with inelegance in qualitative research on task-based learning Constant Leung, Roxy Harris and Ben Rampton Part V. Educating Teachers for Change: 14. Introducing a critical pedagogical curriculum to a MATESL course: a reflexive account from feminist perspectives Angel M. Y. Lin 15. Negotiating expertise in an action research community Kelleen Toohey and Bonnie Waterstone Performed Ethnography for critical language teacher education Tara Goldstein Critical moments in a TESOL praxicum Alastair Pennycook.

471 citations

BookDOI
11 Jan 1995
TL;DR: The authors analyzes language rights in many countries worldwide, including North and Latin America, several European states, the former USSR, India, Kurdistan, Australia and New Zealand, and suggests which linguistic rights should be regarded as basic human rights.
Abstract: Only a few hundred of the world's 6,000-7,000 languages have any kind of official status, and it is only speakers of official languages (speakers of dominant majority languages) who enjoy all linguistic human rights. As many of the collected papers in this book document, most linguistic minorities are deprived of these rights. This book describes what linguistic human rights are, who has and who does not have them and why, and suggests which linguistic rights should be regarded as basic human rights. Linguistic Human Rights introduces a new area, combining sociolinguistics, educational, and minority concerns with human rights. Discrimination against language minorities is widespread, despite national and international law prohibiting this. The book analyzes language rights in many countries worldwide, including North and Latin America, several European states, the former USSR, India, Kurdistan, Australia and New Zealand.

468 citations

Book
01 Jan 2003
TL;DR: Hornberger as mentioned in this paper revisited the Continua of Biliteracy and E. Skilton-Sylvester (Temple University) LANGUAGE PLANNING: 6.Searching for a Comprehensive Rationale for Two-way Immersion - M. Jeon (University of Pennsylvania) LEARNERS' IDENTITIES: 1.
Abstract: Foreword - Jim Cummins (OISE, University of Toronto) Introduction - Nancy H. Hornberger CONTINUA of BILITERACY: 1. Continua of Biliteracy - N. H. Hornberger 2. Revisiting the Continua of Biliteracy - N. H. Hornberger and E. Skilton-Sylvester (Temple University) LANGUAGE PLANNING: 3. Biliteracy and Transliteracy in Wales - C. Baker (University of Wales) 4. A Luta Continua: The Relevance of the Continua of Biliteracy to South African Multilingual Schools - C. Bloch and N. Alexander (Study of Alternative Education, South Africa) 5.Searching for a Comprehensive Rationale for Two-way Immersion - M. Jeon (University of Pennsylvania) LEARNERS' IDENTITIES: 6. Language Education Planning and Policy in Middle America - F. Lincoln (University of Arkansas): 7. Biliteracy Development among Latino Youth in New York City Communities - C. Mercado (Hunter College of CUNY) 8. To Correct or Not to Correct Bilingual Students' Errors is a Question of Continuaing Reimagination - M. Cahnmann (University of Georgia) EMPOWERING TEACHERS: 9. Biliteracy Teacher Education in the Southwest - B. Perez, B. Bustos Flores and S. Strecker (University of Texas at San Antonio) 10. Content in Rural ESL Programs - J. Hardman (Southern Illinois University) 11. Enabling Biliteracy - D. Schwinge (University of Pennsylvania) SITES AND WORLDS: 12. When MT is L2 - H. R. Pak (University of Pennsylvania) 13. An Analysis of Two Bilingual Schools in Delhi - V. Basu (National Institute of Education, Singapore) CONCLUSION: 14: Multilingual Language Policies and the Continua of Biliteracy- N. H. Hornberger Afterword: Brian Street (King's College, University of London)

419 citations