This book analyzes how the urban disadvantaged in the city of New Delhi learn English. Using qualitative methods the author discusses the pedagogy, texts and contexts in which biliteracy occurs and links English language teaching and learning in India with the broader social and economic processes of globalization in a developing country. The study is situated in a government school, a site where classrooms have rarely been qualitatively described, and where the Three Language Formula (TLF) is being fundamentally transformed due to increasing demand from the community for earlier access to the linguistic capital of English. Through research conducted in a call centre the author also shows what the requirements of new workplaces are and how government schools are trying to meet this demand.
Arvustused
This book is recommended reading for language researchers and teachers. -- Janaina Minelli de Oliveira, Universitat Rovira i Virgili, Spain * Discourse and Society 20(4) *
| Preface |
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vii | |
| Introduction |
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1 | |
| 1 English as a Language of Decolonization |
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National language policy and schooling |
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12 | |
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Vernaculars as media of instruction |
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The Three Language Formula |
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14 | |
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Hybridity: The Politics of Hindi |
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16 | |
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The problem with officializing Hindi |
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18 | |
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Caste-based language planning |
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Ram Nivas: A case study of subaltern speak |
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27 | |
| 2 Biliteracy and Globalization |
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29 | |
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Biliteracy and Related Terminology |
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Problematizing Globalization |
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The confluence of biliteracy and globalization |
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Mohandas Karamchand Gandhi's (1869-1948) Relevance for Biliteracy and Globalization |
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| 3 In What Languages is English Taught? |
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Pedagogic Practice in Primary Classes |
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Porous boundaries between Hindi and English |
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49 | |
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Using mother tongue as a resource |
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53 | |
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Biliterate and Hybrid Texts in the Lifeworld of Delhi |
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| 4 What is Taught? |
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Goals of the English Syllabus |
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Pedagogic Practice in Higher Classes |
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67 | |
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Dealing with challenging lessons in the text |
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69 | |
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Pedagogy and spirituality |
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Creating biliterate and hybrid texts |
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| 5 In What Contexts is English Taught? |
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Instrumental Attitudes Towards English |
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Hindi: A Problematic Solidarity |
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Tensions Between Educational Goals and Outcomes |
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| 6 How Much is Learned? |
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Sarvodaya: Welfare for All |
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India Calling: The Call Center |
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94 | |
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Linguistic skills for the globalizing workplace |
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94 | |
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English language training in a call center |
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96 | |
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Call center agents and their agency |
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98 | |
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Breaking the Bourdieusian (Chakravyuh) |
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100 | |
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| 7 Conclusions |
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104 | |
| Appendix 1: Non-scheduled Languages |
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108 | |
| Appendix 2: 15-day Training Schedule for a Call Center |
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112 | |
| Appendix 3: Photos |
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117 | |
| Bibliography |
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119 | |
Viniti Vaish is Assistant Professor at Singapore’s Centre for Research in Pedagogy and Practice (CRPP), National Institute of Education. She has worked in different capacities in India, the USA and Singapore. Her research interests include bilingual and comparative education, pedagogy and language policy. Currently she is Co-Principal Investigator of ‘The Sociolinguistic Survey of Singapore, 2006’, a large scale language survey linked to smaller scale follow up studies, which is one of the projects undertaken by CRPP. She has published in Language Policy , the International Journal of Bilingual Education and Bilingualism and the International Journal of Multilingualism.
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