English medium instruction in South Asia’s multilingual schools: unpacking the dynamics of ideological orientations, policy/practices, and democratic questions
English medium instruction in South Asia’s multilingual schools: unpacking the dynamics of ideological orientations, policy/practices, and democratic questions
复制标题
南亚多语言学校的英语教学：揭示意识形态取向、政策/实践和民主问题的动态
DOI：
10.1080/13670050.2020.1718591
复制
发表时间：
2020
影响因子：
2.8
通讯作者：
Pramod K. Sah
中科院分区：
文献类型：
--
作者：
Pramod K. Sah
摘要本文对南亚，特别是尼泊尔、印度和巴基斯坦的K-12多语言学校的英语教学（EMI）政策/实践进行了批判性的回顾。本文运用Bourdieu（1993）的“语言资本”和“语言市场”的透镜，对英语教学的发展及其意识形态和教学动机、英语教学与母语多语教育（MTB-MLE）相关的政策模式及其实践、以及这些政策/实践引起的社会正义问题进行了评估。正如对研究和政策/做法的审查所揭示的那样，英语教学在意识形态上被视为获得语言资本的一种手段，通常被认为是进入全球经济的途径;因此，它是社会经济上处于少数地位的群体的一种解放工具。这种意识形态使有关机构将EMI置于南亚国家MTB-MLE的框架内，为不同的社会群体创造了不平等和不公正的话语。在经济全球化的诱惑下，语言政策的制定和实施忽视了当地的实际情况，成为沿着阶级、种族、性别和地区的边缘化的根源。
ABSTRACT This article provides a critical review of English medium instruction (EMI) policy/practices in the K-12 multilingual schools in South Asia, especially in Nepal, India, and Pakistan. Employing Bourdieu’s (1993) lens of ‘linguistic capital’ and ‘linguistic marketplace,’ the article takes stock of (a) the development of EMI and its ideological and pedagogic motivations, (b) the models of EMI policy in relation to mother-tongue-based multilingual education (MTB-MLE) and their practices, and (c) social justice concerns that arise from such policies/practices. As the review of research and policy/practices reveals, EMI is ideologically perceived as a means of acquiring the linguistic capital, often believed to provide access to the global economy; and, therefore, a liberating tool for socioeconomically minoritized groups. Such ideology has, then, oriented the concerned bodies to position EMI within the framework of MTB-MLE in South Asian countries, creating the discourse of inequality and injustice for different social groups. The article continues the argument that the language policies, which are being developed/practiced in the lure of economic globalization, ignoring the local realities, become a source of marginalization along the lines of class, ethnicity, gender, and regions.