Biliteracy and globalization: English language education in India
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Clevedon [u.a.]
Multilingual Matters
2008
|
| Schriftenreihe: | Bilingual education and bilingualism
67 |
| Schlagworte: | |
| Online-Zugang: | Klappentext Inhaltsverzeichnis |
| Beschreibung: | IX, 126 S. Ill. |
| ISBN: | 9781847690333 9781847690326 |
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| 650 | 4 | |a Globalisierung | |
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| 650 | 4 | |a English language |x Social aspects |z India | |
| 650 | 4 | |a English language |x Study and teaching |z India | |
| 650 | 4 | |a Globalization |x Economic aspects |z India | |
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Datensatz im Suchindex
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| adam_text | 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 blliteracy 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 the requirements of new work places and how government
schools are trying to meet this demand.
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. 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 Policyr the
international Journal of Bilingual Education and Bilingualism and the
International Journal of Multilingualism.
Contents
Preface
...............................................................................................................
vii
Introduction
........................................................................................................1
1
English as a Language of Decolonization
.................................................8
India: A Case Study
..................................................................................9
National language policy and schooling
......................................................12
Vernaculars as media of instruction
..............................................................13
The Three Language Formula
.............................................................14
Hybridity:
The Politics of Hindi
...........................................................16
Gandhi s Hindi
.......................................................................................17
The problem with officializing Hindi
...........................................................18
Caste-based language planning
.....................................................................20
Positionality of English
..........................................................................23
Ram Nivas: A case study of subaltern speak
...............................................24
Conclusions
.............................................................................................27
2
Biliteracy and Globalization
......................................................................29
Biliteracy and Related Terminology
....................................................29
Globalization
...........................................................................................30
Problematizing Globalization
...............................................................31
Outsourcing
......................................................................................................33
The confluence of biliteracy and globalization
............................................36
Similar Studies
........................................................................................38
This Study
................................................................................................40
Mohandas Karamchand Gandhi s
(1869-1948)
Relevance for Biliteracy and Globalization
........................................41
Conclusions
.............................................................................................43
3
In What Languages is English Taught?
...................................................44
Pedagogic Practice in Primary Classes
................................................44
Choral recitation
...............................................................................................46
Simultaneous translation
................................................................................47
Porous boundaries between Hindi and English
..........................................49
vi
__________________________________
Biliteracy
and Globalization
Using mother tongue as a resource
...............................................................52
Codeswitching
........................................................................................53
Biliterate and Hybrid Texts in the Lifeworld of Delhi
......................54
Conclusions
.............................................................................................59
4
What is Taught?
..........................................................................................60
Critical Thinking
.....................................................................................61
Quality of Text Books
.............................................................................63
Goals of the English Syllabus
...............................................................64
Pedagogic Practice in Higher Classes
..................................................67
Dealing with challenging lessons in the text
...............................................69
Pedagogy and spirituality
..............................................................................71
Creating biliterate and hybrid texts
..............................................................72
Conclusions
.............................................................................................75
5
In What Contexts is English Taught?
.......................................................76
Data-set for this Chapter
.......................................................................77
Instrumental Attitudes Towards English
............................................78
Discussion
................................................................................................80
Hindi: A Problematic Solidarity
.....................................................................80
Hegemony of Hindi
.........................................................................................83
English: Not Just Status
...................................................................................84
Tensions Between Educational Goals and Outcomes
.......................86
Conclusions
.................................................................................;...........89
6
How Much is Learned?
..............................................................................91
Sarvodaya: Welfare for All
....................................................................91
India Calling: The Call Center
..............................................................94
Linguistic skills for the globalizing workplace
...........................................94
English language training in a call center
....................................................96
Call center agents and their agency
..............................................................98
Breaking the Bourdieusian
^*0^
(Chakravyuh)
............................100
Conclusions
...........................................................................................102
7
Conclusions
...............................................................................................104
Appendix
1:
Non-scheduled Languages
....................................................108
Appendix
2:
15-day Training Schedule for a Call Center
.........................112
Appendix
3:
Photos
........................................................................................117
Bibliography
...................................................................................................119
|
| adam_txt |
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 blliteracy 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 the requirements of new work places and how government
schools are trying to meet this demand.
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. 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 Policyr the
international Journal of Bilingual Education and Bilingualism and the
International Journal of Multilingualism.
Contents
Preface
.
vii
Introduction
.1
1
English as a Language of Decolonization
.8
India: A Case Study
.9
National language policy and schooling
.12
Vernaculars as media of instruction
.13
The Three Language Formula
.14
Hybridity:
The Politics of Hindi
.16
Gandhi's Hindi
.17
The problem with officializing Hindi
.18
Caste-based language planning
.20
Positionality of English
.23
Ram Nivas: A case study of subaltern speak
.24
Conclusions
.27
2
Biliteracy and Globalization
.29
Biliteracy and Related Terminology
.29
Globalization
.30
Problematizing Globalization
.31
Outsourcing
.33
The confluence of biliteracy and globalization
.36
Similar Studies
.38
This Study
.40
Mohandas Karamchand Gandhi's
(1869-1948)
Relevance for Biliteracy and Globalization
.41
Conclusions
.43
3
In What Languages is English Taught?
.44
Pedagogic Practice in Primary Classes
.44
Choral recitation
.46
Simultaneous translation
.47
Porous boundaries between Hindi and English
.49
vi
_
Biliteracy
and Globalization
Using mother tongue as a resource
.52
Codeswitching
.53
Biliterate and Hybrid Texts in the Lifeworld of Delhi
.54
Conclusions
.59
4
What is Taught?
.60
Critical Thinking
.61
Quality of Text Books
.63
Goals of the English Syllabus
.64
Pedagogic Practice in Higher Classes
.67
Dealing with challenging lessons in the text
.69
Pedagogy and spirituality
.71
Creating biliterate and hybrid texts
.72
Conclusions
.75
5
In What Contexts is English Taught?
.76
Data-set for this Chapter
.77
Instrumental Attitudes Towards English
.78
Discussion
.80
Hindi: A Problematic Solidarity
.80
Hegemony of Hindi
.83
English: Not Just Status
.84
Tensions Between Educational Goals and Outcomes
.86
Conclusions
.;.89
6
How Much is Learned?
.91
Sarvodaya: Welfare for All
.91
India Calling: The Call Center
.94
Linguistic skills for the globalizing workplace
.94
English language training in a call center
.96
Call center agents and their agency
.98
Breaking the Bourdieusian
^*0^
(Chakravyuh)
.100
Conclusions
.102
7
Conclusions
.104
Appendix
1:
Non-scheduled Languages
.108
Appendix
2:
15-day Training Schedule for a Call Center
.112
Appendix
3:
Photos
.117
Bibliography
.119 |
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| index_date | 2024-07-02T18:57:24Z |
| indexdate | 2024-07-09T21:08:06Z |
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| spelling | Vaish, Viniti Verfasser aut Biliteracy and globalization English language education in India Viniti Vaish Clevedon [u.a.] Multilingual Matters 2008 IX, 126 S. Ill. txt rdacontent n rdamedia nc rdacarrier Bilingual education and bilingualism 67 Englisch Gesellschaft Globalisierung Education, Bilingual India English language Social aspects India English language Study and teaching India Globalization Economic aspects India Language policy India Englischunterricht (DE-588)4014801-4 gnd rswk-swf Englisch (DE-588)4014777-0 gnd rswk-swf Zweisprachigkeit (DE-588)4068227-4 gnd rswk-swf Indien Indien (DE-588)4026722-2 gnd rswk-swf Indien (DE-588)4026722-2 g Zweisprachigkeit (DE-588)4068227-4 s Englisch (DE-588)4014777-0 s DE-604 Englischunterricht (DE-588)4014801-4 s Bilingual education and bilingualism 67 (DE-604)BV010213931 67 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016143143&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Klappentext Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016143143&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Vaish, Viniti Biliteracy and globalization English language education in India Bilingual education and bilingualism Englisch Gesellschaft Globalisierung Education, Bilingual India English language Social aspects India English language Study and teaching India Globalization Economic aspects India Language policy India Englischunterricht (DE-588)4014801-4 gnd Englisch (DE-588)4014777-0 gnd Zweisprachigkeit (DE-588)4068227-4 gnd |
| subject_GND | (DE-588)4014801-4 (DE-588)4014777-0 (DE-588)4068227-4 (DE-588)4026722-2 |
| title | Biliteracy and globalization English language education in India |
| title_auth | Biliteracy and globalization English language education in India |
| title_exact_search | Biliteracy and globalization English language education in India |
| title_exact_search_txtP | Biliteracy and globalization English language education in India |
| title_full | Biliteracy and globalization English language education in India Viniti Vaish |
| title_fullStr | Biliteracy and globalization English language education in India Viniti Vaish |
| title_full_unstemmed | Biliteracy and globalization English language education in India Viniti Vaish |
| title_short | Biliteracy and globalization |
| title_sort | biliteracy and globalization english language education in india |
| title_sub | English language education in India |
| topic | Englisch Gesellschaft Globalisierung Education, Bilingual India English language Social aspects India English language Study and teaching India Globalization Economic aspects India Language policy India Englischunterricht (DE-588)4014801-4 gnd Englisch (DE-588)4014777-0 gnd Zweisprachigkeit (DE-588)4068227-4 gnd |
| topic_facet | Englisch Gesellschaft Globalisierung Education, Bilingual India English language Social aspects India English language Study and teaching India Globalization Economic aspects India Language policy India Englischunterricht Zweisprachigkeit Indien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016143143&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016143143&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV010213931 |
| work_keys_str_mv | AT vaishviniti biliteracyandglobalizationenglishlanguageeducationinindia |