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ERIC Number: EJ978808
Record Type: Journal
Publication Date: 2012
Pages: 29
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1542-7587
Native- vs. Nonnative-Medium Schools: Applying Critical-Cultural and Historical-Structural Theories to Reframing Language Planning and Policy
Hossain, Tania; Pratt, Cornelius B.
Critical Inquiry in Language Studies, v9 n3 p191-219 2012
In much of the developing world, disparities between native- and nonnative-medium schools are fueled in part by government actions such as resource allocation and administrative oversight that determine institutional policies and practices that perpetuate and exacerbate educational divides, which, in turn, lead to further societal inequality. This article argues that government agencies and educators should apply complementary critical-cultural and historical-structural theories to proffer language-policy directions and a pedagogic blueprint that have the potential to improve significantly a bilingual educational system fraught with pedagogic inequalities, social disparities, and misaligned resources. Critical-cultural analysis examines phenomena from three overarching perspectives: multiculturalism, hegemonic ideology, and power relations; a historical-structural perspective places English teaching within contexts of socioeducational practices. Resource-poor rural schools, where English teaching was at best perfunctory, placed their students at a significant disadvantage. The implications of these findings for reframing current language planning and policy are presented. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Bangladesh