By Joan Hall, William Eggington, Joan Kelly Hall, William G. Eggington
The sociopolitical dimensions of English language educating are significant to the English language specialist. those dimensions comprise language rules, cultural expectancies, and the societal roles of languages. This e-book goals to give those matters to working towards and aspiring lecturers so that it will bring up understanding of the sociopolitical nature of English language educating.
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Extra resources for The Sociopolitics of English Language Teaching (Bilingual Education & Bilingualism, 21)
Sample text
Edna is unlikely to enjoy the same access to employment as speakers of British or American English. However, her English proficiency offers her distinct advantages, a result of the complex sociopolitical forces shaping Edna's linguistic life. Discussion Questions and Activities 1. Take a careful look at English language textbooks used to teach nonnative speakers of English. Find one that includes explicit statements about what students must know in order to be successful in employment. In contrast, find one that poses problems for discussion and expects students to find their own answers and solutions.
Similarly, in the Philippines, the hegemony of English means that only the small number of children from well-to-do families can afford to attend private schools and enjoy the educational and employment opportunities that English provides. As a result, groups that are excluded from the mainstream economy and political institutions resist English. One aspect of English resistance is a call for better understanding of the social and economic costs of monolingual policies and standard language ideologies.
The first years of education are of pivotal importance in a child's development. Educational research suggests that the medium of teaching at pre-school and kindergarten levels should ideally be the child's language. Wherever possible, States should create conditions enabling parents to avail themselves of this option. 12. Research also indicates that in primary school the curriculum should ideally be taught in the minority language. The minority language should be taught as a subject on a regular basis.