The politics of English language education and social inequality global pressures, national priorities and schooling in India / Maya Kalyanpur, Padmini Bhuyan Boruah, Sarina Chugani Molina, and Sunaina Shenoy.
| Author/creator | Kalyanpur, Maya |
| Other author | Boruah, Padmini Bhuyan. |
| Other author | Molina, Sarina Chugani. |
| Other author | Shenoy, Sunaina. |
| Format | Electronic |
| Publication Info | New York : Routledge, 2023. |
| Description | pages cm. |
| Supplemental Content | Full text available from Taylor & Francis eBooks |
| Subjects |
| Series | Education, poverty and international development series |
| Contents | Introducing a postcolonial perspective on language education -- Language, linguicide and equity: Navigating the tension between heritage, national and colonial agendas -- Language contestations and the illusions around English in India's Three Language Formula -- English language teachers and teacher education: Challenging normative linguistic positionings -- English medium private schools: Teaching bilingual and multilingual students in the context of inequality -- L2 English language acquisition: Dyslexia and learning inequalities in private schools -- English language education and the case against neutrality -- Challenging disadvantage through language education policy and practice: New postcolonial directions. |
| Abstract | "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. Using a postcolonial lens, the volume explores the raciolinguistics of language hierarchies that results in students from low-income backgrounds losing their mother tongues without acquiring academic fluency in English. Using findings from five major research projects, the book analyzes the specific context of India, where ambiguous language policies have led to uneasy tensions between the colonial language of English, national and state languages, and students' linguistic diversity is mistaken for cognitive deficits when English is the medium of instruction in schools. The authors situate their own professional and personal experiences in their efforts at dismantling postcolonial structures through reflective practice as teacher educators, and present solutions of decolonial resistance to linguistic hierarchies that include critical pedagogical alternatives to bilingual education and opportunities for increased teacher agency. Ultimately, this timely volume will appeal to researchers, scholars, academics, and students in the fields of international and comparative education, English and literacy studies, and language arts more broadly. Those interested in English language learning in low-income countries specifically will also find this book to be of benefit to their research"-- Provided by publisher. |
| Bibliography note | Includes bibliographical references and index. |
| Access restriction | Available only to authorized users. |
| Technical details | Mode of access: World Wide Web |
| Genre/form | Electronic books. |
| LCCN | 2022035797 |
| ISBN | 9780367646165 (hardback) |
| ISBN | 9780367646189 (paperback) |
| ISBN | (ebook) |
Availability
| Library | Location | Call Number | Status | Item Actions |
|---|---|---|---|---|
| Electronic Resources | Access Content Online | ✔ Available |