scholarly journals Linguistic Colonialism in the English Language Textbooks of Multinational Publishing Houses

HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 11-28
Author(s):  
Jairo Eduardo Soto-Molina ◽  
Pilar Méndez
Keyword(s):  
English Language ◽  
Teaching English ◽  
Dominant Culture ◽  
Critical Perspective ◽  
Documentary Analysis ◽  
Cultural Alienation ◽  
Publishing Houses ◽  
Language Textbooks ◽  
Cultural Component ◽  
Cultural Components

The purpose of this paper is to examine and compare the concepts of linguistic colonialism and cultural alienation in University textbooks for teaching English as opposed to the theories about culture in the decolonial turn. Dichotomous categories were established based on the analysis of the cultural component of the textbooks for the teaching of English. The corpus consisted of six textbooks produced by multinational publishers and used in Colombia during the years 2006-2018. Documentary analysis procedures were used to discuss emergent themed contents in relation to cultural components from a critical perspective that unveiled imperialism practices. Results showed that the textbook contents dealt with high levels of alienation burden, superficial cultural components and instrumentation to the submissive person who favors the dominant culture of English and does not offer possibilities to embrace interculturality in ELF teaching contexts.

Teaching English Language Learners Survey: Teacher Self-Efficacy Scale Development

2008 ◽  
Author(s):  
Megan E. Strawsine ◽  
Lisa Y. Flores ◽  
Patton O. Garriott ◽  
Marlen Kanagui ◽  
Karina Ramos
Keyword(s):  
English Language Learners ◽  
Scale Development ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Teaching English ◽  
Teacher Self Efficacy

Ethnic Identity in English Language Textbooks: Considerations for a Multicultural Society

2016 ◽  
Vol 13 (1) ◽  
pp. 77
Author(s):  
Puspalata C A/P Suppiah ◽  
Ramesh Nair
Keyword(s):  
Ethnic Identity ◽  
Content Analysis ◽  
Young Children ◽  
Identity Construction ◽  
Primary Schools ◽  
English Language ◽  
Multicultural Society ◽  
Verbal Language ◽  
Language Textbooks ◽  
Selection Of

There is evidence to suggest that young children more readily absorb the subtle messages that are encoded in any type of text and talk, and what they take away from these texts contributes in helping them develop their own identity in relation to their role in society. In this paper, we examine the construction of ethnic identity in a selection of English language textbooks targeted at young Malaysian children in primary schools. Based on a content analysis of visual and verbal language in two Primary Three English language textbooks, we report on the encoded messages that are transmitted to young Malaysian children about their place in society. The findings reveal significant imbalances in the way characters of different ethnic backgrounds are represented. This imbalance is a cause for concern as the message conveyed to young Malaysian children could be potentially damaging. Keywords: textbook, ethnicity, identity construction

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

Conflicting Discourses

2012 ◽  
Vol 44 (3) ◽  
pp. 300-338 ◽  
Author(s):  
Kathryn Ciechanowski
Keyword(s):  
Social Studies ◽  
English Language ◽  
Literacy Practices ◽  
Language Learner ◽  
Discursive Practice ◽  
Bilingual Students ◽  
Linguistic Features ◽  
Dominant Culture ◽  
School Text ◽  
Content Coverage

This article provides micro analysis of one representative incident from a larger qualitative study to examine how third-grade bilingual students and their teacher negotiated academic disciplinary and popular culture discourses in a social studies unit on Jamestown and Pocahontas. Informed by discourse and linguistic analyses, this study explores the competing dominant and nondominant discourses as they intersected and overlapped in the complex literacy practices in this classroom. Ms. Montclair’s instruction was shaped by the textbook’s approach to social studies and accountability pressures of testing and content coverage. Yet the students drew from everyday popular resources in their thinking, taking up nonacademic discourses to understand content. This research explores the following questions: (a) What are the predominant discourses evident in the official curricular text and teacher’s enactment of it? (b) What are the discourses evident in children’s everyday resources drawn on to make sense of the school text? (c) How do specific linguistic features make possible these discourses and perspectives? Findings demonstrate that students navigated across multiple discourses that were different but represented dominant culture. As discourses intersected in class, participants provided a level of critical analyses but did not deeply take up nondominant perspectives despite their own positioning from linguistically and culturally nondominant backgrounds. By showing the complexity of literate and discursive practice, this article contributes to understandings of how bilingual and English language learner students confront the demands of academic disciplinary language, draw on their own resources to make sense of content, and require explicit instruction on language and social justice.

Migrant Voices in the Polish Classroom: Canadian Literature on the Tertiary Level of Education

2019 ◽  
Vol 67 (4) ◽  
pp. 411-427
Author(s):  
Dagmara Drewniak
Keyword(s):  
Present Article ◽  
English Language ◽  
Tertiary Level ◽  
Mutual Understanding ◽  
Teaching English ◽  
Level Of Education ◽  
Canadian Literature ◽  
Cultural Heterogeneity ◽  
English Language Literature ◽  
Language Literature

Abstract This paper explores the possibilities of introducing contemporary Canadian texts into a Polish university classroom. It contextualizes teaching English language literature in Poland as well as seeks options for promoting values such as openness and tolerance while facilitating global reading and raising students’ awareness on global conflicts and their meaning in the contemporaneous world. The paper aims at demonstrating that Canadian literature courses composed of texts concerned with immigration and multiculturalism turn out to have an enormous potential in creating valuable debates on the problem of embracing otherness, seeking bridges in mutual understanding, and promoting openness towards different identities. On the basis of close readings of three texts, M. Ondaatje’s The English Patient, A.J. Borkowski’s Copernicus Avenue, and E. Stachniak’s Necessary Lies, the present article also demonstrates how Canadian literature enriches and rescales students’ perception of cultural heterogeneity and responsibility of reading, thus offering new perspectives on the rapidly changing world.

THE FUTURE OF THE BULGARIAN ACADEMIC PERIODICALS – COMMUNITIES, DEBATES, AND INTERNATIONAL PRESENCE

2021 ◽  
pp. 85-90
Author(s):  
Kamen RIKEV
Keyword(s):  
English Translation ◽  
International Research ◽  
English Language ◽  
Academic Journals ◽  
The Future ◽  
English Translations ◽  
Publishing Houses ◽  
Internet Portals ◽  
Patron Saints

The paper discusses several formal aspects of submitting texts to foreign academic journals and publishing houses by Bulgarian authors. It argues that common issues concerning the editing of an author’s contribution include the English translation of a Bulgarian academic institution’s name, the use of quotation marks, the hyphen, en dash and em dash, the usage of glyphs, such as the numero symbol. The article also draws attention to the various transcription styles for Cyrillic texts, as well as the inconsistent forms of patron saints and city names used by Bulgarian institutions. A comparison between the Bulgarian names of six universities, their English translations and forms appearing in Wikipedia illustrates the problem of the often incomprehensible affiliation of a Bulgarian scholar outside the country. The author’s main conclusions are as follows: (1) an urgent need for a uniform spelling of Bulgarian university names in English; (2) based on the information on their official websites, Bulgarian institutions do not have official names in English, or such names cannot be easily traced; (3) clarification of the principles for recording the names of prominent personalities and especially saints, who have long been subject of international research; (4) a need for monitoring the consistent spelling of institution names appearing on the most popular internet portals. Finally, the author suggests 8 English language versions of the name Sofia University “St. Kliment Ohridski”.

CLASSIFICATION OF RUSSIAN CULTURE-BOUND TERMS AND THEIR EQUIVALENTS BASED ON THE TRANSLATION OF “QUIET FLOWS THE DON” BY M. A. SHOLOKHOV

2020 ◽  
Vol 76 (4) ◽  
pp. 149-155
Author(s):  
SVETLANA S. UZHAKINA ◽  
Keyword(s):  
English Language ◽  
Great Influence ◽  
Political Life ◽  
Daily Routine ◽  
The Novel ◽  
Russian Culture ◽  
The Subject ◽  
Cultural Component ◽  
Historical Epoch

The classification of Russian culture-bound terms used in the novel “Quiet Flows the Don” by M. A. Sholokhov and in its translation into the English language. The novel “Quiet Flows the Don” by M.A. Sholokhov and its translation into English done by Robert Daglish have served as the source for the research of culture-bound terms. These terms have been classified on the basis of the subject division offered by S. Vlakhov and S. Florin. It is proved that the interest to the study of culture-bound terms is still important. The relevance of the research is determined by the fact that despite numerous research papers in this field the origin, classification and translation of these terms still need some investigation. The aim of the present study is to classify the culture-bound terms taken from the novel “Quiet Flows the Don” by M.A. Sholokhon and its translation into the English language. As a result, there have bben taken 407 samples of the lexical units with a cultural component which were classified according to the subject principal offered by S. Vlakhon and S. Florin. The culture-bound terms have a great influence on a foreign reader as they are cultural units that transmit the information of the daily routine and the historical epoch described in the novel. The culture-bound terms taken from the novel “Quiet Flows the Don” by M.A. Sholokhov and its translation are analyzed and classified. The division of the culture-bound terms according to the subject principal allowed to reveal that most terms refer to the daily routine, social and political life and military terms.

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