By Angel M. Y. Lin (Editor), Peter W. Martin (Editor)
This quantity brings jointly students from world wide to juxtapose the voices of school room members along the voices of ruling elites with the purpose of severely linking language coverage concerns with school room perform in a variety of contexts. the quantity is appropriate for postgraduate scholars, researchers and educators in various components.
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Extra resources for Decolonisation, Globalisation: Language-in-education Policy And Practice (New Perspectives on Language and Education)
Akamatsu, A. and Riazi, M. (2002) Appropriating English, expanding identities, and revisioning the field: From TESOL to Teaching English for Glocalized Communication (TEGCOM). Journal of Language, Identity and Education 1 (4), 295–316. Lin, A. and Luk, J. (2002) Beyond progressive liberalism and cultural relativism: Towards critical postmodernist and sociohistorically situated perspectives in ethnographic classroom studies. Canadian Modern Language Review 59 (1), 97– 124. Lin, A. and Luk, J. (2004) Local creativity in the face of global domination: Insights of Bakhtin for teaching English for dialogic communication.
107–119). Amsterdam: John Benjamins. Pennycook, A. (2004) Performativity and language studies. Critical Inquiry in Language Studies 1 (1), 1–26. Chapter 2 Nation-building in a Globalised World: Language Choice and Education in India E. ANNAMALAI Education in Ancient India Education in precolonial India was localized. Although the ruler and other locally powerful and wealthy people influenced education through patronage, they did not control it. There were non-local education centres (for example, Nalanda, from the 5th century to the 12th century) that provided religious education, which included teaching of philosophy, logic and grammar (Gosh, 2001).
The absence of prescription of a time line in the policy dilutes the accountability of the government for its implementation. The ambivalence of the policy at the tertiary level affects the choice of medium at both secondary and primary levels. The students with English medium at the lower level are advantaged at the higher level and this pushes the English medium down to lower classes, even to pre-school, by demand from parents. There are political reasons (such as class interests and regional interests) for promoting English in education and other domains and they have been discussed elsewhere (Annamalai, 2003).