Globalization, English Language Policy, and Teacher Agency: Focus on Asia

Autor/inn/en	Hamid, M. Obaidul; Nguyen, Hoa Thi Mai
Titel	Globalization, English Language Policy, and Teacher Agency: Focus on Asia
Quelle	In: International Education Journal: Comparative Perspectives, 15 (2016) 1, S.26-43 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Foreign Countries; Global Approach; Public Policy; Language Usage; English (Second Language); Second Language Instruction; Language Teachers; Language Proficiency; Teacher Role; Asia; Bangladesh; India; Indonesia; Japan; Malaysia; Pakistan; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Globales Denken; Öffentliche Ordnung; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Language skill; Language skills; Sprachkompetenz; Lehrerrolle; Asien; Bangladesch; Indien; Indonesien
Abstract	This paper focuses on English teachers in Asia in the context of globalization, the global spread of English and the emergence of English as an "Asian language." It highlights the dilemmas facing these teachers in meeting the growing social demands of English proficiency in a technology-influenced, managerial and neoliberal education environment with limited expertise, skills and policy support. We locate the paper in language policy and planning (LPP) within which the concept of micro-level agency provides a critical lens. We draw on insights from several Asian countries including Bangladesh, India, Indonesia, Japan, Malaysia, Pakistan and Vietnam. We argue that while English teachers are found to exercise their agency to meet changing demands of English proficiency, this agency can be seen as the result of what we call "policy dumping" at the macro-level--i.e. education policymakers not paying due attention to the requirements of policy implementation but dumping down policies to educational institutions and English teachers for their implementation. We conclude the paper by suggesting implications for English language policies in Asian countries that respond to globalization and the dominant discourses of English in a globalized world. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://openjournals.library.usyd.edu.au/index.php/IEJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01