By Rod Pederson (auth.), Kiwan Sung, Rod Pederson (eds.)
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Extra info for Critical ELT Practices in Asia
Sample text
The legitimate and illegitimate offspring of English. In L. Smith, & M. ) World Englishes 2000. Honolulu: University of Hawai‘i Press, pp. 182–203. Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409– 429. Norton, B. (2006). Identity as a sociocultural construct in second language education. In K. Cadman & K. ) Tales out of school: Special issue of TESOL in Context. Cambridge: Cambridge University Press. Paik, J. (2005). Managing change: the sociocultural implications of the early English language (EEL) policy in South Korea.
And more importantly, in such a context, both teachers and students are forced to accept such realities as natural and beneficial and also to just follow curricular mandates no matter what happens. Therefore, rigid but ubiquitous practices of teaching English through commercial materials, which classify language into basic elements and functions, deskill teachers as technicians and learners as mere parrots or study machines. To no one’s surprise, ELT practitioners’ firm belief in teaching basic skills in scope and sequence is quite incorrigible in that it is easily seen in any conference where teachers often ask whether one can use innovative methods or technology for learners who don’t have basic vocabulary and grammar.
2005). Transnationalism, Cosmopolitanism and Glocalization. Current Sociology, 53(1), 113–135. Rubdy, Rani (2001). Creative destruction: Singapore’s Speak Good English Movement. World Englishes, 20(3), 341–55. Seargeant, P. (2008). Language, ideology and ‘English within a globalized context’. World Englishes, 27, 217–232. Shim, R. & Baik, M. (2000). Korea (South and North). In W. K. Ho & R. Y 1. ), Language policies and language education: The impact in East Asian countries in the next decade Singapore: Times Academic, pp.