Pub Date : 2022-05-24DOI: 10.1080/13488678.2022.2073096
Sanum Gul, L. A. Channa
ABSTRACT The global spread of English has induced an unrivaled growth of local varities of English. The study aimed to explore Pakistani university students’ attitudes toward the Pakisani, British, and American varieties of English concurrently. A mixed methods explanatory sequential design was used. Initially, 100 university students were recruited for data collection in the first quantitative phase. The researchers employed a verbal guise test/survey for the phase. The phase was followed by 8 semi-structured interviews in the later qualitative part. The interview participants were sampled purposively from the first phase to ensure maximum variation. The quantitative results displayed that the participants had positive attitude toward the British English, moderate attitudes toward the Pakistani English, and negative attitudes toward the American English. However, the qualitative findings revealed that some of the participants had highly positive attitudes toward Pakistani English. The study recommends the development of a comprehesive sociolinguistic framework to promote the pluralistic model of world Englishes.
{"title":"Dialectal preferences: a mixed methods study of ESL students’ attitudes towards Englishes in Pakistan","authors":"Sanum Gul, L. A. Channa","doi":"10.1080/13488678.2022.2073096","DOIUrl":"https://doi.org/10.1080/13488678.2022.2073096","url":null,"abstract":"ABSTRACT The global spread of English has induced an unrivaled growth of local varities of English. The study aimed to explore Pakistani university students’ attitudes toward the Pakisani, British, and American varieties of English concurrently. A mixed methods explanatory sequential design was used. Initially, 100 university students were recruited for data collection in the first quantitative phase. The researchers employed a verbal guise test/survey for the phase. The phase was followed by 8 semi-structured interviews in the later qualitative part. The interview participants were sampled purposively from the first phase to ensure maximum variation. The quantitative results displayed that the participants had positive attitude toward the British English, moderate attitudes toward the Pakistani English, and negative attitudes toward the American English. However, the qualitative findings revealed that some of the participants had highly positive attitudes toward Pakistani English. The study recommends the development of a comprehesive sociolinguistic framework to promote the pluralistic model of world Englishes.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42071164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/13488678.2022.2062540
H. Widodo, F. Fang, T. Elyas
ABSTRACT Driven by a growing body of research on Global Englishes (GE) in English language education, this article showcases the integration of GE into language materials. The goal of the article is to propose a practical way of designing GE-based language materials from a critical ecological perspective. First, we discuss the recontextualization of GE in designing English language materials. Then, we present a critical ecological framework for designing GE-based language materials. Finally, we discuss the principles of designing GE-oriented English language teaching (ELT) materials. We conclude by reframing ELT materials in the post-Kachruvian circle context where English is seen as an interculturally globalized lingua franca.
{"title":"Designing English language materials from the perspective of Global Englishes","authors":"H. Widodo, F. Fang, T. Elyas","doi":"10.1080/13488678.2022.2062540","DOIUrl":"https://doi.org/10.1080/13488678.2022.2062540","url":null,"abstract":"ABSTRACT Driven by a growing body of research on Global Englishes (GE) in English language education, this article showcases the integration of GE into language materials. The goal of the article is to propose a practical way of designing GE-based language materials from a critical ecological perspective. First, we discuss the recontextualization of GE in designing English language materials. Then, we present a critical ecological framework for designing GE-based language materials. Finally, we discuss the principles of designing GE-oriented English language teaching (ELT) materials. We conclude by reframing ELT materials in the post-Kachruvian circle context where English is seen as an interculturally globalized lingua franca.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"186 - 198"},"PeriodicalIF":1.6,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47934581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/13488678.2022.2056797
Ruanni Tupas
ABSTRACT In various iterations of studies of Global Englishes, much has been written about native-speakerism. However, Kumaravadivelu asks why the intellectual output has not substantially altered the power dynamics between ‘native’ and ‘non-native’ speakers. This article conducts a critical historiography of native-speakerism and shows how it is fundamentally implicated in the mobilization of race and racial inequality in the operationalization of colonial power. It does so by going back to texts written during the period of American colonization in the Philippines and discussing their discursive and structural continuities today. The article highlights and problematizes the coloniality of native-speakerism.
{"title":"The coloniality of native speakerism","authors":"Ruanni Tupas","doi":"10.1080/13488678.2022.2056797","DOIUrl":"https://doi.org/10.1080/13488678.2022.2056797","url":null,"abstract":"ABSTRACT In various iterations of studies of Global Englishes, much has been written about native-speakerism. However, Kumaravadivelu asks why the intellectual output has not substantially altered the power dynamics between ‘native’ and ‘non-native’ speakers. This article conducts a critical historiography of native-speakerism and shows how it is fundamentally implicated in the mobilization of race and racial inequality in the operationalization of colonial power. It does so by going back to texts written during the period of American colonization in the Philippines and discussing their discursive and structural continuities today. The article highlights and problematizes the coloniality of native-speakerism.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"147 - 159"},"PeriodicalIF":1.6,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46906436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/13488678.2022.2076027
F. Fang, H. Widodo, T. Elyas
As the English language has played a steadily pivotal role as a global lingua franca, various language ideologies have been practiced with some tension in different educational landscapes. Issues of ideology and attitudes toward different aspects of the English language, linked to English language policy and curriculum, pedagogy, and assessment, have been snowballing. Although English education scholarship in the field has been attempting to pull native-speakerism away from hogging the limelight, many classroom practices and assessment models are still in favor of the entrenched standard English ideology (see Fang & Widodo, 2019; Jenkins & Leung, 2019; McNamara, 2012). With this in mind, it is important for both language researchers and practitioners to understand the complexity of the identity construction of English language education from post-native speakerism and postcolonial perspectives (see Houghton & Bouchard, 2020; Kubota, 2018; Widodo, Fang, & Elyas, 2020). It is also imperative for them to regard Global Englishes (GE) as an ecological system situated in multilingual sites. In a broad sense, GE is an inclusive term covering the discussion of World Englishes, English as an international language, English as a lingua franca (ELF), and translanguaging (Galloway, 2017), which allows one to analyze the spread, development, and use of English in a myriad of plurilingual settings. In truth, GE-oriented language education focuses on the use of English in multilingual situations to (re)construct and (re)negotiate meaning for intercultural communication As guest editors of this issue, we have witnessed how English was used differently in terms of accent and pronunciation styles, lexico-grammatical (or syntactic) choices, semantic and pragmatic choices, and discursive practices within English-speaking territories. So far, the use of English as a global language or a lingua franca (Kim, 2021) has unprecedentedly mushroomed as different people from diverse cultural and linguistic backgrounds around the globe have spoken or written English for such instrumental purposes as doing overseas business, maintaining international relations, studying abroad, taking an internationally accredited English test, and joining international academic and cultural exchanges within English-medium encounters or intercultural communication (Fang & Widodo, 2019; Jenkins, Cogo, & Dewey, 2011; Widodo, Wood, & Gupta, 2017). The need to use English as a global language has brought about the notion of GE. From a critical perspective, this concept has attempted to problematize the mainstream ideology of native-speakerism, where the use of English should follow anglophone norms (Fang & Widodo, 2019). The publication of this special issue is especially timely, taking into account the fact that stakeholders in educational (e.g. schools, colleges, and universities) and noneducational (e.g. firms, corporations) institutions continue to operate within the ideological and normative
{"title":"Guest editors’ introduction: critical Global Englishes in language education","authors":"F. Fang, H. Widodo, T. Elyas","doi":"10.1080/13488678.2022.2076027","DOIUrl":"https://doi.org/10.1080/13488678.2022.2076027","url":null,"abstract":"As the English language has played a steadily pivotal role as a global lingua franca, various language ideologies have been practiced with some tension in different educational landscapes. Issues of ideology and attitudes toward different aspects of the English language, linked to English language policy and curriculum, pedagogy, and assessment, have been snowballing. Although English education scholarship in the field has been attempting to pull native-speakerism away from hogging the limelight, many classroom practices and assessment models are still in favor of the entrenched standard English ideology (see Fang & Widodo, 2019; Jenkins & Leung, 2019; McNamara, 2012). With this in mind, it is important for both language researchers and practitioners to understand the complexity of the identity construction of English language education from post-native speakerism and postcolonial perspectives (see Houghton & Bouchard, 2020; Kubota, 2018; Widodo, Fang, & Elyas, 2020). It is also imperative for them to regard Global Englishes (GE) as an ecological system situated in multilingual sites. In a broad sense, GE is an inclusive term covering the discussion of World Englishes, English as an international language, English as a lingua franca (ELF), and translanguaging (Galloway, 2017), which allows one to analyze the spread, development, and use of English in a myriad of plurilingual settings. In truth, GE-oriented language education focuses on the use of English in multilingual situations to (re)construct and (re)negotiate meaning for intercultural communication As guest editors of this issue, we have witnessed how English was used differently in terms of accent and pronunciation styles, lexico-grammatical (or syntactic) choices, semantic and pragmatic choices, and discursive practices within English-speaking territories. So far, the use of English as a global language or a lingua franca (Kim, 2021) has unprecedentedly mushroomed as different people from diverse cultural and linguistic backgrounds around the globe have spoken or written English for such instrumental purposes as doing overseas business, maintaining international relations, studying abroad, taking an internationally accredited English test, and joining international academic and cultural exchanges within English-medium encounters or intercultural communication (Fang & Widodo, 2019; Jenkins, Cogo, & Dewey, 2011; Widodo, Wood, & Gupta, 2017). The need to use English as a global language has brought about the notion of GE. From a critical perspective, this concept has attempted to problematize the mainstream ideology of native-speakerism, where the use of English should follow anglophone norms (Fang & Widodo, 2019). The publication of this special issue is especially timely, taking into account the fact that stakeholders in educational (e.g. schools, colleges, and universities) and noneducational (e.g. firms, corporations) institutions continue to operate within the ideological and normative ","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"115 - 118"},"PeriodicalIF":1.6,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44219663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/13488678.2022.2076368
M. Sadeghpour, James D’Angelo
ABSTRACT This article takes a macro look at the canon of scholarship in the World Englishes and English as an international language paradigms, which fundamentally derive from the work of Kachru and Smith, and then considers the more recent emergence of research published under the rubric of ‘Global Englishes’ by way of the English as a lingua franca paradigm by Jenkins and scholars she has developed. We provide a theoretical assessment of the various paradigms which operate under the World Englishes umbrella, and demonstrate the contexts and forces which have helped to bring about the expansion and nuanced differences among these constructs. Terminology in any field is very important, and we also weigh the projected usage of these terms in coming years.
{"title":"World Englishes and ‘Global Englishes’: competing or complementary paradigms?","authors":"M. Sadeghpour, James D’Angelo","doi":"10.1080/13488678.2022.2076368","DOIUrl":"https://doi.org/10.1080/13488678.2022.2076368","url":null,"abstract":"ABSTRACT This article takes a macro look at the canon of scholarship in the World Englishes and English as an international language paradigms, which fundamentally derive from the work of Kachru and Smith, and then considers the more recent emergence of research published under the rubric of ‘Global Englishes’ by way of the English as a lingua franca paradigm by Jenkins and scholars she has developed. We provide a theoretical assessment of the various paradigms which operate under the World Englishes umbrella, and demonstrate the contexts and forces which have helped to bring about the expansion and nuanced differences among these constructs. Terminology in any field is very important, and we also weigh the projected usage of these terms in coming years.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"211 - 221"},"PeriodicalIF":1.6,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45854628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-29DOI: 10.1080/13488678.2022.2062539
E. Low
ABSTRACT Education in Singapore is set against a background that is ethnically, linguistically and culturally diverse. Singapore’s deliberate language policy and planning saw the birth of English-knowing bilinguals who are proficient in both English and their ethnically ascribed mother tongues. This has given rise to Singaporeans whose English proficiency level allows them to be globally competent and whose use of English in the local context has also led to the development of Singapore Englishes (i.e. Standard Singapore English and Colloquial Singapore English or Singlish) operating together in what Low and Pakir describe as the Cline of Glocality. Adopting the Global Englishes paradim, this article discusses how language teacher education needs to be rethought in order to capture the nuancing in the uses of Singapore Englishes in order to achieve the delicate balance between global competence of its users and the local realities surrounding its use.
{"title":"Rethinking language teacher education in the Global Englishes paradigm: the Cline of Glocality in Singapore","authors":"E. Low","doi":"10.1080/13488678.2022.2062539","DOIUrl":"https://doi.org/10.1080/13488678.2022.2062539","url":null,"abstract":"ABSTRACT Education in Singapore is set against a background that is ethnically, linguistically and culturally diverse. Singapore’s deliberate language policy and planning saw the birth of English-knowing bilinguals who are proficient in both English and their ethnically ascribed mother tongues. This has given rise to Singaporeans whose English proficiency level allows them to be globally competent and whose use of English in the local context has also led to the development of Singapore Englishes (i.e. Standard Singapore English and Colloquial Singapore English or Singlish) operating together in what Low and Pakir describe as the Cline of Glocality. Adopting the Global Englishes paradim, this article discusses how language teacher education needs to be rethought in order to capture the nuancing in the uses of Singapore Englishes in order to achieve the delicate balance between global competence of its users and the local realities surrounding its use.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"173 - 185"},"PeriodicalIF":1.6,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42948243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-08DOI: 10.1080/13488678.2022.2056798
Ali Fuad Selvi, Nathanael Rudolph, B. Yazan
ABSTRACT This collaborative autoethnographic inquiry presents a snapshot of our critical and contextualized perspectives and experiences surrounding the issues and ideologies pertinent to (non-)nativeness in and beyond language education evolved across time and space. We adopt the methodological lens of ‘collaborative autoethnographic inquiry’ to discuss how conversation and collaboration, while proving tense at times, can constructively shape participants, the dialog to which they contribute, and their approach to classroom practice. As researcher-practitioners negotiating being and belonging in and across borders, both material and discursive, in and beyond our profession, we constantly grapple, individually and in conversation with each other, with the complexities of equity and identity embedded in (and beyond) English language teaching.
{"title":"Navigating the complexities of criticality and identity in ELT: a collaborative autoethnography","authors":"Ali Fuad Selvi, Nathanael Rudolph, B. Yazan","doi":"10.1080/13488678.2022.2056798","DOIUrl":"https://doi.org/10.1080/13488678.2022.2056798","url":null,"abstract":"ABSTRACT This collaborative autoethnographic inquiry presents a snapshot of our critical and contextualized perspectives and experiences surrounding the issues and ideologies pertinent to (non-)nativeness in and beyond language education evolved across time and space. We adopt the methodological lens of ‘collaborative autoethnographic inquiry’ to discuss how conversation and collaboration, while proving tense at times, can constructively shape participants, the dialog to which they contribute, and their approach to classroom practice. As researcher-practitioners negotiating being and belonging in and across borders, both material and discursive, in and beyond our profession, we constantly grapple, individually and in conversation with each other, with the complexities of equity and identity embedded in (and beyond) English language teaching.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"199 - 210"},"PeriodicalIF":1.6,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43875152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-05DOI: 10.1080/13488678.2022.2056795
K. Kohn
ABSTRACT The Standard English (SE) preference firmly anchored in many English teachers’ attitudes and practices has been identified as a major problem hindering speaker-learners from developing competence for emancipated Global Englishes (GE) and English as a lingua franca (ELF) communication. The article addresses the issues involved from a social constructivist perspective according to which speaker-learners acquire the language taught by developing their own MY English version in their minds, hearts, and behavior. Orientation and guidance are mediated through their requirements of communicative and communal success and their quest for speaker satisfaction. Critical is not the English taught but what speaker-learners are allowed and encouraged to do with it. Intercultural virtual exchanges enable ELT students of different linguacultural backgrounds to communicate with each other using their English as a pedagogical lingua franca. Communication monitoring and pedagogical mentoring help them develop their own voice. In short, GE/ELF pedagogy meets ELT!
{"title":"Global Englishes and the pedagogical challenge of developing one’s own voice","authors":"K. Kohn","doi":"10.1080/13488678.2022.2056795","DOIUrl":"https://doi.org/10.1080/13488678.2022.2056795","url":null,"abstract":"ABSTRACT The Standard English (SE) preference firmly anchored in many English teachers’ attitudes and practices has been identified as a major problem hindering speaker-learners from developing competence for emancipated Global Englishes (GE) and English as a lingua franca (ELF) communication. The article addresses the issues involved from a social constructivist perspective according to which speaker-learners acquire the language taught by developing their own MY English version in their minds, hearts, and behavior. Orientation and guidance are mediated through their requirements of communicative and communal success and their quest for speaker satisfaction. Critical is not the English taught but what speaker-learners are allowed and encouraged to do with it. Intercultural virtual exchanges enable ELT students of different linguacultural backgrounds to communicate with each other using their English as a pedagogical lingua franca. Communication monitoring and pedagogical mentoring help them develop their own voice. In short, GE/ELF pedagogy meets ELT!","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"119 - 131"},"PeriodicalIF":1.6,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44859010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/13488678.2022.2056794
H. Rose, Kari Sahan, Sihan Zhou
ABSTRACT This conceptual article draws together perspectives from the research fields of Global Englishes and English medium instruction (EMI) to explore shared issues, critical perspectives, and future agendas. While embedded in the reality of English being a dominant global language and academic lingua franca, both Global Englishes and EMI lobby for the promotion of multilingual pedagogies, challenge native speaker hegemony, and highlight the importance of multilingual teachers. Both fields strive to balance pragmatic aims to develop students into global language users, while supporting critical movements to resist centre–periphery views of English. To support the perspectives raised in this article, we draw upon scholarship from and about Asian contexts to emphasise research contributions to both Global Englishes and EMI outside the western hemisphere and Anglosphere. The article concludes with calls for more critical research into EMI, which could be informed by further exploration of research at the crossroads of Global Englishes and EMI.
{"title":"Global English Medium Instruction: Perspectives at the crossroads of Global Englishes and EMI","authors":"H. Rose, Kari Sahan, Sihan Zhou","doi":"10.1080/13488678.2022.2056794","DOIUrl":"https://doi.org/10.1080/13488678.2022.2056794","url":null,"abstract":"ABSTRACT This conceptual article draws together perspectives from the research fields of Global Englishes and English medium instruction (EMI) to explore shared issues, critical perspectives, and future agendas. While embedded in the reality of English being a dominant global language and academic lingua franca, both Global Englishes and EMI lobby for the promotion of multilingual pedagogies, challenge native speaker hegemony, and highlight the importance of multilingual teachers. Both fields strive to balance pragmatic aims to develop students into global language users, while supporting critical movements to resist centre–periphery views of English. To support the perspectives raised in this article, we draw upon scholarship from and about Asian contexts to emphasise research contributions to both Global Englishes and EMI outside the western hemisphere and Anglosphere. The article concludes with calls for more critical research into EMI, which could be informed by further exploration of research at the crossroads of Global Englishes and EMI.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"160 - 172"},"PeriodicalIF":1.6,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46925553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/13488678.2022.2056796
Pramod K. Sah, Ryuko Kubota
ABSTRACT English as a medium of instruction (EMI) has recently dominated language-in-education policies in South Asia while bilingual/multilingual practices have historically been the norm in primary and secondary education. Although the research on translanguaging is rapidly undertaken in English-only spaces in other world regions (e.g. North America), such studies are rare in South Asia. To this end, this conceptual article focuses on EMI research and policies in South Asia and discusses how the use of multiple languages or translanguaging is practiced in EMI classrooms, what kinds of scholarly judgments are given to such translingual practices, and what ideological limitations exist in translanguaging practices. We show that translanguaging practices are traditional norms in South Asian EMI classrooms but not necessarily a planned pedagogic approach. It is, rather, a spontaneous practice used as a ‘coping strategy’ of English language domination. We also discuss how seeing elite bilingualism (English plus a national dominant language) as translanguaging can be a liberal approach perpetuating unequal language hierarchies in education. Therefore, we argue that ‘critical translanguaging’ should resist nationalist and neoliberal ideologies that position languages and their users unequally, and instead protect the language, culture, and identity of those who have historically received marginalization.
{"title":"Towards critical translanguaging: a review of literature on English as a medium of instruction in South Asia’s school education","authors":"Pramod K. Sah, Ryuko Kubota","doi":"10.1080/13488678.2022.2056796","DOIUrl":"https://doi.org/10.1080/13488678.2022.2056796","url":null,"abstract":"ABSTRACT English as a medium of instruction (EMI) has recently dominated language-in-education policies in South Asia while bilingual/multilingual practices have historically been the norm in primary and secondary education. Although the research on translanguaging is rapidly undertaken in English-only spaces in other world regions (e.g. North America), such studies are rare in South Asia. To this end, this conceptual article focuses on EMI research and policies in South Asia and discusses how the use of multiple languages or translanguaging is practiced in EMI classrooms, what kinds of scholarly judgments are given to such translingual practices, and what ideological limitations exist in translanguaging practices. We show that translanguaging practices are traditional norms in South Asian EMI classrooms but not necessarily a planned pedagogic approach. It is, rather, a spontaneous practice used as a ‘coping strategy’ of English language domination. We also discuss how seeing elite bilingualism (English plus a national dominant language) as translanguaging can be a liberal approach perpetuating unequal language hierarchies in education. Therefore, we argue that ‘critical translanguaging’ should resist nationalist and neoliberal ideologies that position languages and their users unequally, and instead protect the language, culture, and identity of those who have historically received marginalization.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"132 - 146"},"PeriodicalIF":1.6,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41671208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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