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Illegitimate Practices: Global English Language Education [Pehme köide]

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  • Formaat: Paperback / softback, 232 pages, kõrgus x laius x paksus: 210x148x13 mm, kaal: 305 g
  • Sari: Linguistic Diversity and Language Rights
  • Ilmumisaeg: 06-Aug-2010
  • Kirjastus: Multilingual Matters
  • ISBN-10: 1847693067
  • ISBN-13: 9781847693068
Teised raamatud teemal:
Illegitimate Practices: Global English Language EducationSuurem pilt
  • Formaat: Paperback / softback, 232 pages, kõrgus x laius x paksus: 210x148x13 mm, kaal: 305 g
  • Sari: Linguistic Diversity and Language Rights
  • Ilmumisaeg: 06-Aug-2010
  • Kirjastus: Multilingual Matters
  • ISBN-10: 1847693067
  • ISBN-13: 9781847693068
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781847693068.html
Märksõnad:
ELT education, as a commodity, takes many forms in countries all over the world. This book focuses on a particular form of Commodification, international English language education projects, and questions how the benefits of these projects are distributed. The critical issues of language rights and linguistic diversity are pivotal in the book's examination of domination and subordination in international language education projects. The author's description of the role and teaching of English is based on her experience of working in ELT aid and development and fee-based on her experience of working in ELT aid and development and fee-based projects, and through it she unmasks the interests and intentions of aid and fee-based language education projects. The two case studies that form the basis of this book recount a version of ELT marketing and project implementation that will resonate with experiences of aid recipients and university-led private sector fee-payers in many different ELT contexts.

Arvustused

From 'green revolutions' to 'free-market' reforms, the history of international development schemes has been marked by dubious goals and failed potential, most consistently through the privileging of donor interests over local needs and conditions. Widins insightful study of two off-shore English language education projects suggests that little has changed as universities and governments in English-dominant countries exploit this growing commodity through the provision and monopolisation of field expertise. Theoretically engaging and richly detailed, Widins provocative book is a must-read for all language professionals, and indeed all of us wary of the internationalisation bandwagon now current in education. -- Brian Morgan, Glendon College/York University, Canada

List of Figures and Table
vii
Acknowledgements ix
1 Setting the Scene: The International Context of English Language Education
1(28)
The Sites
5(2)
Australian Universities and the Project Field
7(5)
The Internationalisation of English
12(7)
The First Language: Endangered in the Project
19(2)
Projectisation of ELT
21(2)
Practices in the Field
23(1)
Cultural Practices
24(2)
Summary of the Book
26(3)
2 Naming the Game: Positions and Interest in the IELEP Field
29(37)
Project 1 Laos
30(1)
Project 2 The Fee-Based Project in Japan
31(1)
The Positions of English
31(1)
Bourdieu's Explanatory Tools
32(8)
Mapping the Fields
40(1)
Level 1 Analysis of the Position of the IELEP Field vis-a-vis the Meta-field of Power
40(11)
Level 2 The Map of Relations between the Agents in the Field
51(11)
Level 3 Habitus in the Field of the IELEPs
62(4)
3 Struggles in the Game of the IELEP
66(25)
Struggle to Win: Project Tenders, Bids and Proposals
67(4)
Struggle over Resources in the Field: Forms of Capital and Exchange Rates
71(1)
Struggles over Cultural Capital in Project 2
72(6)
Constraints in the Field
78(1)
Notions of Success and/or Failure
79(12)
4 Practices in the Project Field: ELT and Project Work
91(35)
Construct of Project in the ELT Field
92(7)
Discontent with the Project
99(6)
Distrust of Host-Country Experts
105(1)
The ELT Project: Teaching and Learning Practices
106(17)
Conflict within the Australian Teams
123(3)
5 Talk in the Field: The `English Only' IELEP
126(31)
Talking Up the Project: Project Documents
127(5)
English as an International Language/Lingua Franca
132(20)
Legitimate Voice: Who Is In Charge?
152(5)
6 Cultural Practices: The Project Field
157(28)
A Personal Mis-construction of Culture
157(1)
Introduction to Culture and Habitus
158(5)
Constructions of `Culture' in Project Work
163(22)
7 The IELEP: An Illegitimate Field
185(11)
Bourdieu and the Story of the IELEP Field
186(3)
The `English Only' IELEP
189(5)
The Legitimate ELT Field: A Possibility or Dream?
194(2)
Appendix: Description of Participants 196(3)
References 199(11)
Index 210
Jacqueline Widin has extensive experience and expertise in teaching English to speakers of other languages (TESOL) and in teaching and research of tertiary-led pre- and in-service teacher training programs in Australia and in countries outside of Australia. She has a particular interest in the relationship between language and human rights and the sociopolitical dynamics of the English language teaching field. She is currently a senior lecturer with the University of Technology Sydney and manages the TESOL and Linguistics Education programs.