Download Decolonisation, Globalisation: Language-in-education Policy by Angel M. Y. Lin (Editor), Peter W. Martin (Editor) PDF

By Angel M. Y. Lin (Editor), Peter W. Martin (Editor)

This quantity brings jointly students from all over the world to juxtapose the voices of school room members along the voices of ruling elites with the purpose of severely linking language coverage matters with school room perform in a variety of contexts. the amount is acceptable for postgraduate scholars, researchers and educators in more than a few components.

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Extra info for Decolonisation, Globalisation: Language-in-education Policy And Practice (New Perspectives on Language and Education)

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The promotion of English in the context of the education policy for nation building alone will be discussed in this chapter. The recommendations of expert commissions about language policy in education mentioned above stem from a vision of building a nation out of a colony, which is based on a sense of pride in its cultures and languages and on skills and knowledge needed for an industrial economy. It is to be built by repudiating what the colonial rule did with regard to the first policy goal (national pride and solidarity) and by refurbishing with regard to the second (skills and knowledge needed for an industrial economy).

The situation will be far worse if English medium becomes universal by changing the policy. 11). Languages in the School There is no widespread disagreement in India about the need for learning English for the advancement of individuals and the nation. The primary reason for the public demand for English medium in education is the belief that it will give proficiency in English, which matters most in education even in the postcolonial period. It is a total immersion program in popular perception.

As fluent bilinguals who graduated from former colonial prestigious English-medium schools (many of which are missionary schools with a history dating from the early colonial times of Hong Kong in the 19th century), they embody a special consciousness and habitus born of the colonial times. With all the social selection mechanisms unchanged (across the 1997 boundary) which use a mastery of standard English as a chief screening and gate-keeping measure for access to higher education (see Lin, 1997 and Lin, this volume), the parents’, students’, teachers’ and principals’ choices are necessarily constrained under the hegemonic effect of the dominance of English in the society’s social mobility mechanisms, which are newly re-legitimised in the postcolonial era by globalisation discourses.

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