This book investigates different ways in which neoliberal language and teaching policies have influenced the English language in global south countries across Asia, Africa and Latin America. Through the three main sub themes covered by the book, namely Neoliberalism and English Language Teaching Policies, Neoliberalism Ideology as in English Language Teaching Materials, and Experiences of Neoliberal Subjects, it investigates various aspects and means through which neoliberalism is realized in a variety of contexts.
Through the first subtheme the volume covers the English language education policies of Chile, Bangladesh, India, and Morocco. The second sub theme concerns how different neoliberal values such as consumerism, entrepreneurship, and individualism are localized and constructed in the locally developed English language materials of Thailand, Taiwan, Malaysia, and Vietnam. The third sub theme includes studies on the impact of neoliberalization of English in relation to Colombian, Brazilian, and Pakistani stakeholders. This book is a valuable resource for academics, postgraduate students, researchers, policy makers, educators, and practitioners who are interested in neoliberalism in English language.
Author(s): Ali Jalalian Daghigh (editor), Jariah Mohd Jan (editor), Sheena Kaur (editor)
Series: Language Policy; 29
Publisher: Springer
Year: 2022
Language: English
Pages: 232
Series Editor Foreword
Language Policy Book Series: Our Aims and Approach
Contents
List of Figures
List of Tables
Chapter 1: The Global South: A Platform for the Adoption of Neoliberalised English
Introduction
The Global South
Neoliberalism
Neoliberalism and the English Language in the Global South
The Impact of Neoliberalised English
Structure of the Book
References
Part I: Neoliberalism and English Language Teaching Policies
Chapter 2: The Neoliberal Blow to English Language Teaching: Deconstructing the Teacher Academy Program in Chile
Introduction
Neoliberal Education in Chile
Neoliberalism and ELT
ELT in Chile
The Teacher Academy Program
Sen’s Capability Approach Framework
Method
Data Collection
Data Analysis
Findings
Private Capabilities Versus Public In-capabilities
Private Capabilities
Public In-capabilities
Problematic Functionings
Decontextualized Functionings
Unearthed Functionings
Discussion
Conclusion
References
Chapter 3: Neoliberalism Shaping English Language Teaching in Bangladesh: A Critical Examination
Introduction
Neoliberalism and English Language Teaching
The Study: Data and Methodology
English as Human Capital: Commodification of English in Policy
Skillisation of ELT and CLT for Human Capital Development
Neoliberalisation of the ELT Field in Bangladesh
Conclusion
References
Chapter 4: English Medium Education in India: The Neoliberal Legacy and Challenges to Multilingual Language Policy Implementation
Introduction
English in Neoliberal India: The Zone of Parochial Development
English in the Development of the Neoliberal Rhetoric
Policy Provisions and English Medium Education
Language-in-Education Policy: Gaps and Overlaps
The Three Language Formula and Language Hierarchies
English in the Development Rhetoric
Implications of Free Market Choice on English Medium Education Seekers
The Discourse of School Choice and English
English Medium Educational Pedagogy and the Impact on Indian Multilingualism
The National Education Policy (2020) and Curricular Provisions for English
The Ownership of English by Postcolonial India: Myth and Reality
Conclusions: Finding a Space for English Within the Multilingual Ecology
References
Chapter 5: ELT in Morocco: Postcolonial Struggles, Linguistic Imperialism and Neoliberal Tendencies
Introduction
Postcoloniality and Languages in Morocco: Foreign Languages in Education
Postcolonial Positionality and Linguistic Dependency
Neoliberalism and English Language Teaching Guidelines
Traces of Neoliberalism in Textbooks
Neoliberalism and English Teaching and Learning Practices in Morocco
Conclusion
References
Part II: Neoliberalism Ideology as in English Language Teaching Materials
Chapter 6: Consumerism as Lingua Franca in ELT? Ideologies in a Thai Textbook Series
Introduction
Discourse, Ideology and Globalization in ELT
The Study
Findings
Glocal Consumerism
Local Moralizing Discourse
Engagement with Controversy
Discussion and Conclusion
References
Chapter 7: Neoliberal Values of Business and Entrepreneurship in Taiwan’s EFL High School Textbooks
Introduction
Purpose of the Study
Theoretical Framework
Neoliberalism
Neoliberalism and Textbooks
Methodology
Data Analysis
Results
Promoting Commercial, Technological Product, and Self-Entrepreneurs
Promoting Supreme Services for Making Profits
Promoting Celebrities and Their Behavior and Spirit
Discussion
Conclusion
Appendix
Textbooks Reviewed
References
Chapter 8: Working towards Centrally Determined Levels of Proficiency: Uncovering the Neoliberal Standardization in the Vietnam-Produced ELT Textbooks
Introduction
The Changing ELT Landscape in Vietnam
Neoliberalism in ELT Textbooks
Corpus and Methodology
Findings
Standardization of the Design
The Dominance of Exam-Like Learning Activities
Discussion
Conclusion
References
Chapter 9: Consumerism in Malaysian Locally Developed ELT Textbooks
Introduction
Consumerism
Malaysian Context
Neoliberal Values and English Language Textbooks
Methodology
Findings and Discussion
Availability of Products
Reference to Luxuries
Branding/Vogue
Intriguing Sale Offers
Conclusion
References
Part III: Experiences of Neoliberal Subjects
Chapter 10: Exploring the Impact of Notions of Success based on Native-Speakerism, Individualism and Neoliberalism on ESL Students’ Identities
Introduction
Neoliberalism and Higher Education
The Influence of Neoliberalism on Canadian Higher Education: Implications for International Students
A Cultural Basis for Identity
Methodology
Findings
Carlos
Juliana
Discussion and Conclusion
References
Chapter 11: Anxiety, Desire, Doubt, and Joy: The Dualities of a Latin American Emerging Researcher during Academic Writing Processes
Introduction
Neoliberalization in/of the Academic Practice
The Latin-American and Colombian Case
The Value of Discursive Performance: English Language Education, Writing, and Legitimacy in Academia
Writer Identity, Academic Success, and Proposals for Contestation
Reflecting on Two Narratives
Construction and Description of the Two Narratives
The Model of Analysis
A Look into the Stories, Autoethnographic Analysis and Reflections
“I Have Been Lucky and Privileged”: Material and Symbolic Capital and the Writing Practice
“Well, That Is How We Must Negotiate with the System”: Debates Between Our Writer ‘Selfs’
“I Have to Work on the Paper, I Am Behind Schedule!”: The Self-Setting of Standards on How to Behave and Think
“It Was a Bittersweet Sensation, But I Decided to Stay with My Feelings of Contentment and Satisfaction”: The Writer Self Beyond Rationalization
Discussion and Conclusions: Autoethnographic Reflection as an Opportunity
References
Chapter 12: Neoliberalism, Globalisation and Englishism: Exploring Ideological Assumptions Attached with the English Language in Pakistan
Introduction
English and Neoliberalism in Education in Pakistan
Theoretical Framework
Neoliberalism
Sociolinguistics of Globalization
Methodology
Data Analysis
Findings
English as a Commodity
English as Social Capital
English as a Source of Income
Investment in English
Neoliberal Ideology Influence on People Perceptions of English
Conclusion
References
Correction to: Neoliberalism, Globalisation and Englishism: Exploring Ideological Assumptions Attached with the English Language in Pakistan
Correction to: Chapter 12 in: A. Jalalian Daghigh et al. (eds.), Neoliberalization of English Language Policy in the Global South, Language Policy 29, https://doi.org/10.1007/978-3-030-92353-2_12
Index
