Beneficiary Voices in ELT Development Aid: Ethics, Epistemology and Politics

Autor/inn/en	Hamid, M. Obaidul; Jahan, Iffat
Titel	Beneficiary Voices in ELT Development Aid: Ethics, Epistemology and Politics
Quelle	In: Language Policy, 20 (2021) 4, S.551-576 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hamid, M. Obaidul) ORCID (Jahan, Iffat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-020-09559-9
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Ethics; Epistemology; Politics of Education; Language Planning; Global Approach; Neoliberalism; Accountability; Educational Policy; Efficiency; Teaching Methods; Technology Integration; Web Sites; Social Media; Intervention; Marketing; Program Descriptions; Teacher Attitudes; Computer Mediated Communication; Foreign Countries; Bangladesh + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ethik; Erkenntnistheorie; Educational policy; Bildungspolitik; Sprachwechsel; Globales Denken; Neo-liberalism; Neoliberalismus; Verantwortung; Politics of education; Effectiveness; Effektivität; Wirkungsgrad; Teaching method; Lehrmethode; Unterrichtsmethode; Web-Design; Soziale Medien; Lehrerverhalten; Computerkonferenz; Ausland; Bangladesch
Abstract	As global language policy, English language teaching (ELT) development aid is as old as the field of language policy and planning. Contemporary discourses of ELT aid management acknowledge voices of project beneficiaries such as teachers. Beneficiary testimonials may satisfy the neoliberal demand for accountability, efficiency and evidence of impact. While this consideration of beneficiary engagement posed practical challenges in the past, new technological platforms such as websites and social media have eased the process of harnessing beneficiary voices. However, there has been limited research on beneficiary participation on the virtual space--specifically, on the discursive position from which beneficiaries speak, how they represent project interventions, and what implications their representations may have. This article examines beneficiary voices on the official website and social media spaces of a UKaid-funded project called English in Action (2009-2018) in Bangladesh. We problematise beneficiary voices and their representation of the project from the perspectives of ethics, epistemology and politics. We argue that, with their "post-truth" characteristics, beneficiary testimonials contributed to the project's "self-branding" and to the evidence of its impact, regardless of how the storied success corresponded to the degree of change that may have been achieved on the ground. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01