Language and Learning in a Post-Colonial Context

Language and Learning in a Post-Colonial Context

Author: Marky Jean-Pierre

Publisher: Routledge

Published: 2015-09-25

Total Pages: 276

ISBN-13: 1134629885

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This book explores the social, political, and historical forces that mediate language ideology and practices in post-colonial education and how such ideology and practices influence students’ academic achievement. Jean-Pierre provides empirical evidence that a relationship exists between language practices and school underperformance. He takes Haiti as the focus of study, finding that students and teachers experience difficulty constructing knowledge in a setting in which the language they speak at home (Creole) differs from the language of instruction (French). The research is based on ethnographic data collected in classrooms in both private and public school settings in addition to different sectors of the society (e.g. state and private institutions).


Book Synopsis Language and Learning in a Post-Colonial Context by : Marky Jean-Pierre

Download or read book Language and Learning in a Post-Colonial Context written by Marky Jean-Pierre and published by Routledge. This book was released on 2015-09-25 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the social, political, and historical forces that mediate language ideology and practices in post-colonial education and how such ideology and practices influence students’ academic achievement. Jean-Pierre provides empirical evidence that a relationship exists between language practices and school underperformance. He takes Haiti as the focus of study, finding that students and teachers experience difficulty constructing knowledge in a setting in which the language they speak at home (Creole) differs from the language of instruction (French). The research is based on ethnographic data collected in classrooms in both private and public school settings in addition to different sectors of the society (e.g. state and private institutions).

Post-colonial Curriculum Practices in South Asia

Post-colonial Curriculum Practices in South Asia

Author: Asantha U. Attanayake

Publisher: Routledge

Published: 2019-07-10

Total Pages: 275

ISBN-13: 1351129783

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Post-colonial Curriculum Practices in South Asia gives a conceptual framework for curriculum design for English Language Teaching, taking into account context specific features in the teaching–learning settings of post-colonial South Asia. It reveals how the attitudes prevalent in post-colonial South Asian societies towards English negatively influence English language learning. The book provides a comprehensive analysis to design a course for English language teaching that aims at building learner confidence to speak English. Based on original research, the study covers Bangladesh, India, Pakistan and Sri Lanka. The book focuses on the context-specific nature of learners and considers a curriculum design that binds teaching materials and teaching methods together with an aligned assessment. Chapters discuss language attitudes, learner characteristics and English in the context of native languages, and introduce a special type of anxiety that stems from existing language attitudes in a society, referred to as Language Attitude Anxiety. The book will appeal to doctoral and post-doctoral scholars in English language education, students and researchers of sociolinguistics, psycholinguistics as well as curriculum designers of ELT and language policy makers.


Book Synopsis Post-colonial Curriculum Practices in South Asia by : Asantha U. Attanayake

Download or read book Post-colonial Curriculum Practices in South Asia written by Asantha U. Attanayake and published by Routledge. This book was released on 2019-07-10 with total page 275 pages. Available in PDF, EPUB and Kindle. Book excerpt: Post-colonial Curriculum Practices in South Asia gives a conceptual framework for curriculum design for English Language Teaching, taking into account context specific features in the teaching–learning settings of post-colonial South Asia. It reveals how the attitudes prevalent in post-colonial South Asian societies towards English negatively influence English language learning. The book provides a comprehensive analysis to design a course for English language teaching that aims at building learner confidence to speak English. Based on original research, the study covers Bangladesh, India, Pakistan and Sri Lanka. The book focuses on the context-specific nature of learners and considers a curriculum design that binds teaching materials and teaching methods together with an aligned assessment. Chapters discuss language attitudes, learner characteristics and English in the context of native languages, and introduce a special type of anxiety that stems from existing language attitudes in a society, referred to as Language Attitude Anxiety. The book will appeal to doctoral and post-doctoral scholars in English language education, students and researchers of sociolinguistics, psycholinguistics as well as curriculum designers of ELT and language policy makers.

Language and Translation in Postcolonial Literatures

Language and Translation in Postcolonial Literatures

Author: Simona Bertacco

Publisher: Routledge

Published: 2013-12-17

Total Pages: 249

ISBN-13: 1135136394

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This collection gathers together a stellar group of contributors offering innovative perspectives on the issues of language and translation in postcolonial studies. In a world where bi- and multilingualism have become quite normal, this volume identifies a gap in the critical apparatus in postcolonial studies in order to read cultural texts emerging out of multilingual contexts. The role of translation and an awareness of the multilingual spaces in which many postcolonial texts are written are fundamental issues with which postcolonial studies needs to engage in a far more concerted fashion. The essays in this book by contributors from Australia, New Zealand, Zimbabwe, Cyprus, Malaysia, Quebec, Ireland, France, Scotland, the US, and Italy outline a pragmatics of language and translation of value to scholars with an interest in the changing forms of literature and culture in our times. Essay topics include: multilingual textual politics; the benefits of multilingual education in postcolonial countries; the language of gender and sexuality in postcolonial literatures; translational cities; postcolonial calligraphy; globalization and the new digital ecology.


Book Synopsis Language and Translation in Postcolonial Literatures by : Simona Bertacco

Download or read book Language and Translation in Postcolonial Literatures written by Simona Bertacco and published by Routledge. This book was released on 2013-12-17 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection gathers together a stellar group of contributors offering innovative perspectives on the issues of language and translation in postcolonial studies. In a world where bi- and multilingualism have become quite normal, this volume identifies a gap in the critical apparatus in postcolonial studies in order to read cultural texts emerging out of multilingual contexts. The role of translation and an awareness of the multilingual spaces in which many postcolonial texts are written are fundamental issues with which postcolonial studies needs to engage in a far more concerted fashion. The essays in this book by contributors from Australia, New Zealand, Zimbabwe, Cyprus, Malaysia, Quebec, Ireland, France, Scotland, the US, and Italy outline a pragmatics of language and translation of value to scholars with an interest in the changing forms of literature and culture in our times. Essay topics include: multilingual textual politics; the benefits of multilingual education in postcolonial countries; the language of gender and sexuality in postcolonial literatures; translational cities; postcolonial calligraphy; globalization and the new digital ecology.

English as a Medium of Instruction in Postcolonial Contexts

English as a Medium of Instruction in Postcolonial Contexts

Author: Lizzi O. Milligan

Publisher: Routledge

Published: 2018-10-16

Total Pages: 330

ISBN-13: 135134787X

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Almost all low- and middle-income postcolonial countries now use English or another dominant language as the medium of instruction for some, if not all, of the basic education cycle. Much of the literature about language-in-education in such countries has focused on the instrumentalist value of English, on one side, and the rights of learners to high quality mother tongue-based education, on the other. The polarised nature of the debate has tended to leave issues related to the processes of learning in English as a Medium Instruction (EMI) classrooms under-researched. This book aims to provide a greater understanding of the existing challenges for learners and educators and potential strategies that can support more effective teaching and learning in EMI classrooms. Contributions illustrate the impact that learning in English has on learners in a range of regional, national and local contexts and put forward theoretical and empirical analyses to support more relevant and inclusive educational policies. This volume was originally published as a special issue of Comparative Education.


Book Synopsis English as a Medium of Instruction in Postcolonial Contexts by : Lizzi O. Milligan

Download or read book English as a Medium of Instruction in Postcolonial Contexts written by Lizzi O. Milligan and published by Routledge. This book was released on 2018-10-16 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: Almost all low- and middle-income postcolonial countries now use English or another dominant language as the medium of instruction for some, if not all, of the basic education cycle. Much of the literature about language-in-education in such countries has focused on the instrumentalist value of English, on one side, and the rights of learners to high quality mother tongue-based education, on the other. The polarised nature of the debate has tended to leave issues related to the processes of learning in English as a Medium Instruction (EMI) classrooms under-researched. This book aims to provide a greater understanding of the existing challenges for learners and educators and potential strategies that can support more effective teaching and learning in EMI classrooms. Contributions illustrate the impact that learning in English has on learners in a range of regional, national and local contexts and put forward theoretical and empirical analyses to support more relevant and inclusive educational policies. This volume was originally published as a special issue of Comparative Education.

Language and Power in Post-Colonial Schooling

Language and Power in Post-Colonial Schooling

Author: Carolyn McKinney

Publisher: Routledge

Published: 2016-07-15

Total Pages: 216

ISBN-13: 1317549597

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Critiquing the positioning of children from non-dominant groups as linguistically deficient, this book aims to bridge the gap between theorizing of language in critical sociolinguistics and approaches to language in education. Carolyn McKinney uses the lens of linguistic ideologies—teachers’ and students’ beliefs about language—to shed light on the continuing problem of reproduction of linguistic inequality. Framed within global debates in sociolinguistics and applied linguistics, she examines the case of historically white schools in South Africa, a post-colonial context where political power has shifted but where the power of whiteness continues, to provide new insights into the complex relationships between language and power, and language and subjectivity. Implications for language curricula and policy in contexts of linguistic diversity are foregrounded. Providing an accessible overview of the scholarly literature on language ideologies and language as social practice and resource in multilingual contexts, Language and Power in Post-Colonial Schooling uses the conceptual tools it presents to analyze classroom interaction and ethnographic observations from the day-to-day life in case study schools and explores implications of both the research literature and the analyses of students’ and teachers’ discourses and practices for language in education policy and curriculum.


Book Synopsis Language and Power in Post-Colonial Schooling by : Carolyn McKinney

Download or read book Language and Power in Post-Colonial Schooling written by Carolyn McKinney and published by Routledge. This book was released on 2016-07-15 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Critiquing the positioning of children from non-dominant groups as linguistically deficient, this book aims to bridge the gap between theorizing of language in critical sociolinguistics and approaches to language in education. Carolyn McKinney uses the lens of linguistic ideologies—teachers’ and students’ beliefs about language—to shed light on the continuing problem of reproduction of linguistic inequality. Framed within global debates in sociolinguistics and applied linguistics, she examines the case of historically white schools in South Africa, a post-colonial context where political power has shifted but where the power of whiteness continues, to provide new insights into the complex relationships between language and power, and language and subjectivity. Implications for language curricula and policy in contexts of linguistic diversity are foregrounded. Providing an accessible overview of the scholarly literature on language ideologies and language as social practice and resource in multilingual contexts, Language and Power in Post-Colonial Schooling uses the conceptual tools it presents to analyze classroom interaction and ethnographic observations from the day-to-day life in case study schools and explores implications of both the research literature and the analyses of students’ and teachers’ discourses and practices for language in education policy and curriculum.

Language in Post Colonial Worlds. An Intellectual and Cultural Decolonization

Language in Post Colonial Worlds. An Intellectual and Cultural Decolonization

Author: Ahmed Musa

Publisher: GRIN Verlag

Published: 2021-05-18

Total Pages: 12

ISBN-13: 3346408078

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Academic Paper from the year 2021 in the subject African Studies - Linguistics, grade: 95, , language: English, abstract: This paper deals with the questions of language, intellectual and cultural decolonization in post colonial worlds. The concern with cultural decolonization hails from different academic spheres, and as well as different geographical settings that either experienced European colonialism like in Africa, Asia or, from geographies with masses who were subjected to a forceful removal and enslavement and subsequently ferried from their indigenous homelands to Europe or America. To decolonize culture in this context primarily means, to liberate language, identity, and the intellectual constellation of the colonized communities from the colonial experience that some/many believe to have suppressed and subjugated their cultural identities.


Book Synopsis Language in Post Colonial Worlds. An Intellectual and Cultural Decolonization by : Ahmed Musa

Download or read book Language in Post Colonial Worlds. An Intellectual and Cultural Decolonization written by Ahmed Musa and published by GRIN Verlag. This book was released on 2021-05-18 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic Paper from the year 2021 in the subject African Studies - Linguistics, grade: 95, , language: English, abstract: This paper deals with the questions of language, intellectual and cultural decolonization in post colonial worlds. The concern with cultural decolonization hails from different academic spheres, and as well as different geographical settings that either experienced European colonialism like in Africa, Asia or, from geographies with masses who were subjected to a forceful removal and enslavement and subsequently ferried from their indigenous homelands to Europe or America. To decolonize culture in this context primarily means, to liberate language, identity, and the intellectual constellation of the colonized communities from the colonial experience that some/many believe to have suppressed and subjugated their cultural identities.

Language and Power in Post-Colonial Schooling

Language and Power in Post-Colonial Schooling

Author: Carolyn McKinney

Publisher: Routledge

Published: 2016-07-15

Total Pages: 198

ISBN-13: 1317549600

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Critiquing the positioning of children from non-dominant groups as linguistically deficient, this book aims to bridge the gap between theorizing of language in critical sociolinguistics and approaches to language in education. Carolyn McKinney uses the lens of linguistic ideologies—teachers’ and students’ beliefs about language—to shed light on the continuing problem of reproduction of linguistic inequality. Framed within global debates in sociolinguistics and applied linguistics, she examines the case of historically white schools in South Africa, a post-colonial context where political power has shifted but where the power of whiteness continues, to provide new insights into the complex relationships between language and power, and language and subjectivity. Implications for language curricula and policy in contexts of linguistic diversity are foregrounded. Providing an accessible overview of the scholarly literature on language ideologies and language as social practice and resource in multilingual contexts, Language and Power in Post-Colonial Schooling uses the conceptual tools it presents to analyze classroom interaction and ethnographic observations from the day-to-day life in case study schools and explores implications of both the research literature and the analyses of students’ and teachers’ discourses and practices for language in education policy and curriculum.


Book Synopsis Language and Power in Post-Colonial Schooling by : Carolyn McKinney

Download or read book Language and Power in Post-Colonial Schooling written by Carolyn McKinney and published by Routledge. This book was released on 2016-07-15 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Critiquing the positioning of children from non-dominant groups as linguistically deficient, this book aims to bridge the gap between theorizing of language in critical sociolinguistics and approaches to language in education. Carolyn McKinney uses the lens of linguistic ideologies—teachers’ and students’ beliefs about language—to shed light on the continuing problem of reproduction of linguistic inequality. Framed within global debates in sociolinguistics and applied linguistics, she examines the case of historically white schools in South Africa, a post-colonial context where political power has shifted but where the power of whiteness continues, to provide new insights into the complex relationships between language and power, and language and subjectivity. Implications for language curricula and policy in contexts of linguistic diversity are foregrounded. Providing an accessible overview of the scholarly literature on language ideologies and language as social practice and resource in multilingual contexts, Language and Power in Post-Colonial Schooling uses the conceptual tools it presents to analyze classroom interaction and ethnographic observations from the day-to-day life in case study schools and explores implications of both the research literature and the analyses of students’ and teachers’ discourses and practices for language in education policy and curriculum.

Creolization and Pidginization in Contexts of Postcolonial Diversity

Creolization and Pidginization in Contexts of Postcolonial Diversity

Author:

Publisher: BRILL

Published: 2018-02-27

Total Pages: 432

ISBN-13: 9004363394

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Creolization and pidginization are conceptualized and investigated as specific social processes in the course of which new common languages, socio-cultural practices and identifications are developed in contexts of postcolonial diversity shaped by distinct social, historical and local conditions.


Book Synopsis Creolization and Pidginization in Contexts of Postcolonial Diversity by :

Download or read book Creolization and Pidginization in Contexts of Postcolonial Diversity written by and published by BRILL. This book was released on 2018-02-27 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: Creolization and pidginization are conceptualized and investigated as specific social processes in the course of which new common languages, socio-cultural practices and identifications are developed in contexts of postcolonial diversity shaped by distinct social, historical and local conditions.

Culture, Education, and Community

Culture, Education, and Community

Author: J. Lavia

Publisher: Springer

Published: 2012-04-14

Total Pages: 280

ISBN-13: 1137013125

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Provides a critical space in which to interrogate the ways in which postcolonial voices are imagined and struggle to be valued, heard, and responded to. Takes the imagination of the postcolonial as its focus, acknowledging that it is a troubling, unsettling, and ambiguous concept requiring re-visiting and re-interpretation.


Book Synopsis Culture, Education, and Community by : J. Lavia

Download or read book Culture, Education, and Community written by J. Lavia and published by Springer. This book was released on 2012-04-14 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides a critical space in which to interrogate the ways in which postcolonial voices are imagined and struggle to be valued, heard, and responded to. Takes the imagination of the postcolonial as its focus, acknowledging that it is a troubling, unsettling, and ambiguous concept requiring re-visiting and re-interpretation.

Language and Learning in a Post-colonial Context

Language and Learning in a Post-colonial Context

Author: Marky Jean-Pierre

Publisher:

Published: 2011

Total Pages: 300

ISBN-13:

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The purpose of this study is to investigate historical and linguistic forces that interact to undermine school achievement in Haiti. From a sociocultural perspective, this study explores the social, political, and historical forces that mediate language ideology and practices in Haitian schools and how such ideology and practices influence students' academic achievement. This study analyzes the role of French and Creole in schools and investigates the linguistic tensions in the Haitian society where Creole, the home language of both students and teachers and the only language broadly used in the country, is relegated to secondary importance in education and other institutional settings. The study relies on ethnographic data collected in a third grade, a fourth grade, a fifth grade, and a sixth grade classroom in a private and a public school in a semi-urban area around the capital city of Haiti as well as data collected in different sectors of the society (e.g. state and private institutions). Building upon the literature regarding classroom discourses and the literature on sociocultural theory, coloniality, language ideology, and symbolic domination, this study problematizes language and educational practices in Haiti and offers recommendations for rebuilding Haiti's educational system in the aftermath of the devastating earthquake of January 12th 2010. Given the role of students' home language in their instruction, this study argues that any effort aiming the revitalization of the school system in Haiti needs to take into consideration issues related to language in the education system.


Book Synopsis Language and Learning in a Post-colonial Context by : Marky Jean-Pierre

Download or read book Language and Learning in a Post-colonial Context written by Marky Jean-Pierre and published by . This book was released on 2011 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to investigate historical and linguistic forces that interact to undermine school achievement in Haiti. From a sociocultural perspective, this study explores the social, political, and historical forces that mediate language ideology and practices in Haitian schools and how such ideology and practices influence students' academic achievement. This study analyzes the role of French and Creole in schools and investigates the linguistic tensions in the Haitian society where Creole, the home language of both students and teachers and the only language broadly used in the country, is relegated to secondary importance in education and other institutional settings. The study relies on ethnographic data collected in a third grade, a fourth grade, a fifth grade, and a sixth grade classroom in a private and a public school in a semi-urban area around the capital city of Haiti as well as data collected in different sectors of the society (e.g. state and private institutions). Building upon the literature regarding classroom discourses and the literature on sociocultural theory, coloniality, language ideology, and symbolic domination, this study problematizes language and educational practices in Haiti and offers recommendations for rebuilding Haiti's educational system in the aftermath of the devastating earthquake of January 12th 2010. Given the role of students' home language in their instruction, this study argues that any effort aiming the revitalization of the school system in Haiti needs to take into consideration issues related to language in the education system.