Biliteracy and Globalization: English Language Education in IndiaThis book analyzes how the urban disadvantaged in the city of New Delhi learn English. Using qualitative methods the author discusses the pedagogy, texts and contexts in which biliteracy occurs and links English language teaching and learning in India with the broader social and economic processes of globalization in a developing country. The study is situated in a government school, a site where classrooms have rarely been qualitatively described, and where the Three Language Formula (TLF) is being fundamentally transformed due to increasing demand from the community for earlier access to the linguistic capital of English. Through research conducted in a call centre the author also shows what the requirements of new workplaces are and how government schools are trying to meet this demand. |
Contents
English as a Language of Decolonization | 8 |
Biliteracy and Globalization | 29 |
In What Languages is English Taught? | 44 |
What is Taught? | 60 |
In What Contexts is English Taught? | 76 |
How Much is Learned? | 91 |
Conclusions | 104 |
15day Training Schedule for a Call Center | 112 |
| 119 | |
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Common terms and phrases
able agents Amarjeet Aruna attitudes become bilingual biliteracy biliterate British call center capital changing chapter classroom competence context course created culture Delhi Devanagari disadvantaged discussion English language exam field finds first Gandhi give given globalization government schools Grade groups Hindi Hindu hybrid idea identity important India instance instruction interview Introduction lesson Line linguistic literacy look major mark means medium mother tongue national language notes official pedagogies person planning political practice primary Punjabi question Ram Nivas Roman RSKV Sanskrit Sarvodaya says school system scripts shows skills social speak speakers story Table taught teachers teaching text books Transcript translation workplace write written young की तो है