Decolonizing English‐Medium Instruction in the Global South

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Tesol Quarterly Pub Date : 2024-01-29 DOI:10.1002/tesq.3307

Pramod K. Sah, F. Fang

引用次数: 2

Abstract

Many societies in the Global South have adopted English‐medium instruction (EMI) policies, but often ignoring—whether by design or involuntarily—the damages caused by the colonial legacy inherent in EMI. This neglect of the repercussions has also been inadequately addressed in the current EMI scholarship. Additionally, overlooking the coloniality and lasting effects of this neglect within the EMI scholarship could inadvertently perpetuate colonial ideologies, policies, and discourses. Therefore, this forum article makes an urgent call for a need to employ a decolonial lens in EMI research and practices in the Global South. This approach seeks to disrupt the entwined relationship between coloniality and EMI by encouraging various stakeholders to critically examine and challenge the unequal power dynamics present in language ideologies, policies, and practices and social groups across diverse educational settings. We argue that a decolonial endeavor obliges us to be mindful of how EMI programs and research may inadvertently favor economic, political, and social advantages for privileged groups and nation‐states.

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全球南部英语教学的非殖民化

全球南部的许多社会都采取了以英语为教学语言（EMI）的政策，但却往往忽视了--无论是有意还是无意--EMI 所固有的殖民主义遗产所造成的损害。在当前的英语母语教学学术研究中，对这种影响的忽视也未得到充分解决。此外，在 EMI 学术研究中忽视殖民性及其持久影响，可能会无意中延续殖民意识形态、政策和话语。因此，本论坛文章紧急呼吁，需要在全球南部的经济管理学院研究和实践中采用非殖民主义视角。这种方法旨在通过鼓励各利益相关方批判性地审视和挑战不同教育环境中的语言意识形态、政策和实践以及社会群体中存在的不平等权力动态，从而打破殖民主义与教育管理学之间的纠缠不清的关系。我们认为，非殖民主义的努力要求我们注意到教育管理计划和研究如何在不经意间为特权群体和民族国家带来经济、政治和社会优势。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.