Skip to main content
SpringerLink
Log in

The Politics of English Language Teaching

  • Reference work entry
Encyclopedia of Language and Education

Introduction

Because of its close association with structuralist and, later, Chomskyan linguistics, English language teaching (ELT) remained apolitical for a long time, treating language learning as the psycholinguistic mastery of value‐free grammar for instrumental purposes. The uses of ELT in the process of colonization, the purposes of Cold War cultural hegemony, and the needs of economic globalization could be identified as other historical motivations for the delay in addressing the politics of ELT (see Canagarajah, 2005). It is only fairly recently, in the early 1990s, that issues of power have received sustained attention (see also Janks, Teaching Language and Power, Volume 1). Though it was initially treated as another optional school or method under the label critical pedagogy (hereafter CP), a power‐sensitive orientation has quickly pervaded all areas of ELT. Although many teachers still find it uncomfortable to directly address the politics of ELT, a social and ideological...

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

Notes

  1. 1.

    Due to limited space, this chapter focuses only on the conceptual debates and theoretical considerations relating to English language teaching. For how these considerations are negotiated in diverse classrooms at the everyday level, see ethnographies such as Canagarajah, 1999; Lin and Martin, 2005, Heller and Martin-Jones, 2001. A comprehensive geographical coverage of scholarship and pedagogy is not attempted here. The works reviewed derive mostly from ESL situations in North America and the postcolonial contexts. For a consideration of issues relating to EFL in Europe, see Phillipson, Language Policy and Education in the European Union (Volume 1). There is of course an under-representation of research and pedagogical practices in periphery communities in mainstream journals. Makoni et al. ( 2005) highlight this problem and also introduce some themes important for such communities.

References

  • Appadurai, A.: 1996, Modernity at Large: Cultural Dimensions of Globalization, University of Minnesota Press, Minneapolis.

    Google Scholar 

  • Auerbach, E.R.: 1993, ‘Reexamining English only in the ESL classroom’, TESOL Quarterly 27(1), 9–32.

    Article  Google Scholar 

  • Belcher, D. and Connor, U.: (eds.): 2001, Reflections on Multiliterate Lives, Multilingual Matters, Clevedon.

    Google Scholar 

  • Benesch, S.: 1993, ‘ESL, ideology and politics of pragmatism’, TESOL Quarterly 27(2), 705–717.

    Article  Google Scholar 

  • Benesch, S.: 2001, Critical English for Academic Purposes, Lawrence Erlbaum, Mahwah, NJ.

    Google Scholar 

  • Blackledge, A. and Aneta, P. (eds.): 2004, Negotiation of Identities in Multilingual Contexts, Multilingual Matters, Clevedon.

    Google Scholar 

  • Brown, D.H.: 1991, ‘TESOL at twenty‐five: What are the issues?’, TESOL Quarterly 25(2), 245–260.

    Article  Google Scholar 

  • Canagarajah, A.S.: 1993a, ‘Up the garden path: Second language writing approaches, local knowledge, and pluralism’, TESOL Quarterly 27(2), 301–306.

    Article  Google Scholar 

  • Canagarajah, A.S.: 1993b, ‘Critical ethnography of a Sri Lankan classroom: Ambiguities in opposition to reproduction through ESOL’, TESOL Quarterly 27(4), 601–626.

    Article  Google Scholar 

  • Canagarajah, A.S.: 1996, ‘From critical research practice to critical research reporting’, TESOL Quarterly 29(2), 320–330.

    Google Scholar 

  • Canagarajah, A.S.: 1999, Resisting Linguistic Imperialism in English Teaching, Oxford University Press, Oxford.

    Google Scholar 

  • Canagarajah, A.S.: 2002, Critical Academic Writing and Multilingual Students, University of Michigan Press, Ann Arbor, MI.

    Google Scholar 

  • Canagarajah, A.S.: 2003, ‘A somewhat legitimate, and very peripheral participation’, in P.C. Christine and V. Stephanie, (eds.), Writing for Scholarly Publication: Behind the Scenes in Language Education, Lawrence Erlbaum Associates, Mahwah, NJ, 197–210.

    Google Scholar 

  • Canagarajah, A.S.: 2004, ‘Subversive identities, pedagogical safe houses, and critical learning’, in B. Norton and K. Toohey (eds.), Critical Pedagogies and Language Learning, Cambridge University Press, Cambridge, 116–137.

    Google Scholar 

  • Canagarajah, A.S.: 2005, ‘Critical pedagogy in L2 learning and teaching’, in E. Hinkel (ed.), Handbook of Research in Second Language Teaching and Research, Lawrence Erlbaum, London; Mahwah, NJ, 931–949.

    Google Scholar 

  • Canagarajah, A.S.: 2006, ‘Globalization of English and changing pedagogical priorities: The postmodern turn’, in B. Beaven (ed.), IATEFL 2005 Cardiff Conference Selections, IATEFL, Canterbury, UK.

    Google Scholar 

  • Casanave, C.P. and Stephanie, V. (eds.): 2003, Writing for Scholarly Publication: Behind the Scenes in Language Education, Lawrence Erlbaum Associates, Mahwah, NJ.

    Google Scholar 

  • Chen, J.F., Warden, C.A., and Chang, H.‐T.: 2005, ‘Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation’, TESOL Quarterly 39/4, 609–633.

    Google Scholar 

  • Cummins, J.: 1991, ‘Interdependence of first‐ and second‐language proficiency in bilingual children’, in E. Bialystok (ed.), Language Processing in Bilingual Children, Cambridge University Press, Cambridge, 70–89.

    Google Scholar 

  • Fairclough, N.: 1995, Critical Discourse Analysis: The Critical Study of Language, Longman, London.

    Google Scholar 

  • Fowler, R. and Gunther K.: 1979, ‘Critical linguistics’, in R. Fowler, B. Hodge, G. Kress, and A. Trew (eds.), Language and Control, Routledge, London: 185–213.

    Google Scholar 

  • Gardner, R.C and William, E.L.: 1972, Attitudes and Motivation in Second Language Learning, Newbury House, Rowley, MA.

    Google Scholar 

  • Gebhard, M.: 2005, ‘School reform, hybrid discourses, and second language literacies’, TESOL Quarterly 39, 187–210.

    Google Scholar 

  • Harris, R., Constance L., and Ben R.: 2002, ‘Globalization, diaspora and language education in England’, in D. Cameron and D. Block, Globalization and Language Teaching, Routledge, London, 29–46.

    Google Scholar 

  • Hawkins, M.: 2005, ‘Becoming a Student: Identity Work and Academic Literacies in Early Schooling’, TESOL Quarterly 38/1, 59–82.

    Google Scholar 

  • Heller, M. and Marilyn M.‐J. (eds.): 2001, Voices of Authority: Education and Linguistic Difference. (Contemporary Studies in Linguistics and Education Volume 1) Ablex, Westport, CT and London.

    Google Scholar 

  • Holliday, A.: 1994, Appropriate Methodology and Social Context, Cambridge University Press, Cambridge.

    Google Scholar 

  • Holliday, A.: 2005, The Struggle to Teach English as an International Language, Oxford University Press, Oxford.

    Google Scholar 

  • Ibrahim, A.M.: 1999, ‘Becoming Black: Rap and Hip‐Hop, race, gender, identity, and the politics of ESL learning’, TESOL Quarterly 33(3), 349–370.

    Article  Google Scholar 

  • Kachru, B.B.: 1986, The Alchemy of English: The Spread, Functions and Models of Non‐native Englishes, Pergamon, Oxford.

    Google Scholar 

  • Kramsch, C. and Lam, W.S. Eva.: 1999, ‘Textual identities: The importance of being non‐native’, in B. George, (ed.), Non‐native Educators in English Language Teaching, Lawrence Erlbaum Associates, Mahwah, NJ, 57–72.

    Google Scholar 

  • Kubota, R.: 1999, ‘An investigation of L1‐L2 transfer in writing among Japanese University students: Implications for contrastive rhetoric’, Journal of Second Language Writing 7(1), 69–100.

    Article  Google Scholar 

  • Kumaravadivelu, B.: 1999, ‘Critical classroom discourse analysis’, TESOL Quarterly 33(3), 453–484.

    Article  Google Scholar 

  • Langman, J.: 2004, ‘Reconstructing gender in a new voice’, JLIE 3, 235–244.

    Google Scholar 

  • Lave, J. and Etienne W.: 1991, Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, Cambridge.

    Google Scholar 

  • Leki, I.: 1991, ‘The preferences of ESL students for error correction in college‐level writing classes’, Foreign Language Annals 24, 203–218.

    Article  Google Scholar 

  • Lin, A., Wendy, W., Akamatsu, N., and Riazi, M.: 2002, ‘Appropriating English, expanding identities, and re‐visioning the field: From TESOL to Teaching English for Glocalized Communication (TEGCOM)’, Journal of Language, Identity, and Education 1(4), 295–316.

    Article  Google Scholar 

  • Lin, A., Grant, R., Kubota, R., Motha, S., Sachs, G., Vandrick, S., and Wong, S.: 2004, ‘Women faculty of color in TESOL: Theorizing our lived experiences’, TESOL Quarterly 38, 487–503.

    Google Scholar 

  • Lin, A. and Peter M. (eds.): 2005, Decolonisation, Globalisation: Language‐in‐Education Policy and Practice, Multilingual Matters, Clevedon.

    Google Scholar 

  • Lucas, T. and Anne K.: 1994, ‘Reframing the debate: The roles of native languages in English‐only programs for language minority students’, TESOL Quarterly 28 (4), 537–562.

    Article  Google Scholar 

  • Makoni, S., Pakir, A., de Souza, L., Omoniyi, T., Kamwangamalu, N., Karmani, S., and Canagarajah, S.: 2005, ‘Toward a more inclusive applied linguistics and English language teaching: A symposium’, TESOL Quarterly 39(4), 716–752.

    Article  Google Scholar 

  • Martin, P.: 2005, ‘Talking knowledge into being in an upriver primary school in Brunei, in A.S. Canagarajah (ed.), Negotiating the Global and Local in Language Policies and Practices, Erlbaum, Mahwah, NJ,

    Google Scholar 

  • Martin‐Jones, M. and Monica H.: 1996, ‘Introduction to the special issues on education in multilingual settings: Discourse, identities, and power: Part 1: Constructing legitimacy’, Linguistics and Education 8, 3–16.

    Article  Google Scholar 

  • McKay, S.: 2005. ‘Teaching the pragmatics of English as an International Language’, Guidelines 27(1), 3–9.

    Google Scholar 

  • Morgan, B.: 1998, The ESL Classroom, University of Toronto Press, Toronto.

    Google Scholar 

  • Modiano, M.: 2004, ‘Monoculturalization and language dissemination’, Journal of Language, Identity, and Education 3(3), 215–227.

    Article  Google Scholar 

  • Muchiri, M.N., Nshindi, G.M., Myers, G., and Ndoloi, D.B.: 1995, ‘Importing composition: Teaching and researching academic writing beyond North America’, College Composition and Communication 46(2), 175–198.

    Article  Google Scholar 

  • Murray, D.: 2000, ‘Protean communication: The language of computer‐mediated communication’, TESOL Quarterly 34/3, 397–422.

    Article  Google Scholar 

  • Peirce, B.N.: 1995, ‘Social identity, investment, and language learning’, TESOL Quarterly 29(1), 9–32.

    Article  Google Scholar 

  • Pennington, M.: 1995, ‘The teacher change cycle’, TESOL Quarterly 29, 705–732.

    Article  Google Scholar 

  • Pennycook, A.: 1989, ‘The concept of “method”, interested knowledge, and the politics of language teaching’, TESOL Quarterly 23(4), 589–618.

    Article  Google Scholar 

  • Pennycook, A.: 1994, The Cultural Politics of English as an International Language, Longman, London.

    Google Scholar 

  • Pennycook, A.: 1996, ‘Borrowing others’ words: Text, ownership, memory, and plagiarism’, TESOL Quarterly 30, 201–230.

    Article  Google Scholar 

  • Pennycook, A.: 2001, Critical Applied Linguistics, Lawrence Erlbaum, Mahwah, NJ.

    Google Scholar 

  • Pennycook, A.: 2003, ‘Global Englishes, Rip Slyme, and performativity’, Journal of Sociolinguistics 7(4), 513–533.

    Article  Google Scholar 

  • Phillipson, R.: 1992, Linguistic Imperialism, Oxford University Press, Oxford, UK.

    Google Scholar 

  • Phillipson, R. and Skutnabb‐Kangas, T.: 1996, ‘English Only worldwide, or language ecology’, TESOL Quarterly 30(3), 429–452.

    Article  Google Scholar 

  • Pratt, M.L.: 1991, Arts of the Contact Zone. Profession 91, MLA, New York, 33–40.

    Google Scholar 

  • Prabhu, N.S.: 1990, ‘There is no best method–Why?’, TESOL Quarterly 24(2), 161–176.

    Article  Google Scholar 

  • Prior, P.: 1998, Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy, Lawrence Erlbaum, Mahwah, NJ.

    Google Scholar 

  • Ramanathan, V.: 2004, The English‐vernacular Divide: Postcolonial Language Politics and Practice, Multilingual Matters, Clevedon, UK.

    Google Scholar 

  • Resnik, M.C.: 1993, ‘ESL and language planning in Puerto Rico’, TESOL Quarterly 27(2), 259–273.

    Article  Google Scholar 

  • Romney, M.: 2004, ‘My experience writing and publishing Afro‐centric ESOL materials’, paper presented in TESOL convention, Long Beach, CA, 2nd April.

    Google Scholar 

  • Seidlhofer, B.: 2004, Research perspectives on teaching English as a lingua franca’, Annual Review of Applied Linguistics 24, 209–239.

    Article  Google Scholar 

  • Selfe, C. and Richard J.S.: 1994, ‘The politics of the interface: Power and its exercise in electronic contact zones’, College Composition and Communication 45(4), 480–504.

    Article  Google Scholar 

  • Skutnabb‐Kangas, T.: 2002, ‘Marvelous human rights rhetoric and grim realities: Language rights in education’, Journal of Language, Identity, and Education, 1(3), 179–206.

    Article  Google Scholar 

  • Toohey, K.: 1998, ‘ “Breaking them up, taking them away”: ESL students in Grade 1’, TESOL Quarterly 32(1), 61–84.

    Article  Google Scholar 

  • Tuman, M.C.: 1988, ‘Class, codes, and composition: Basil Bernstein and the critique of pedagogy’, College Composition and Communication 39(1), 42–51.

    Article  Google Scholar 

  • Warschauer, M.: 2000, ‘The changing global economy and the future of English teaching’, TESOL Quarterly 34(3), 511–536.

    Article  Google Scholar 

  • Zamel, V.: 1997, ‘Toward a model of transculturation’, TESOL Quarterly 31(2), 341–351.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of English, Baruch College, CUNY, 10010, One Bernard Baruch Way, New York, NY, USA

    A. Suresh Canagarajah

Authors
  1. A. Suresh Canagarajah
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Graduate School of Education, University of Pennsylvania, 19104-6216, Philadelphia, PA, USA

    Nancy H. Hornberger

Rights and permissions

Reprints and permissions

Copyright information

© 2008 Springer Science+Business Media LLC

About this entry

Cite this entry

Canagarajah, A.S. (2008). The Politics of English Language Teaching. In: Hornberger, N.H. (eds) Encyclopedia of Language and Education. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-30424-3_16

Download citation

  • DOI: https://doi.org/10.1007/978-0-387-30424-3_16

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-0-387-32875-1

  • Online ISBN: 978-0-387-30424-3

  • eBook Packages: Humanities, Social Sciences and Law

Publish with us

Policies and ethics

Search

Navigation