4 research outputs found
Visibility as Validation: A Case Study of Culturally Responsive Materials Development for TESOL
No full textIn normative multilingual ESL/EFL contexts like India, non-dominant cultural and ethnic representations are absent or superficially represented in English textbooks. For learners from linguistically disadvantaged groups, English has to be negotiated through an unfamiliar
dominant language. In this article, I argue that appropriate inclusivity self-checks at the predevelopment stage of materials preparation can contribute effectively to the development of culturally responsive English language teaching materials. Using the Steinhardt NYU Metro Center’s Culturally Responsive Curriculum Scorecard and the Fairness, Bias, and CulturalResponsiveness Checklist of the Centre for Collaborative Education, Indiana University, I examine whether, and to what extent, a set of state-mandated English textbooks reflect
culturally responsive and inclusive pedagogy as a response to the English language needs of multilingual, multicultural learners in India. The study shows that by using appropriate selfcheck rubrics, textbook developers can identify sites of diversity-blindness or lack of cultural responsiveness, and design materials with inclusive cultural representations
Visibility as Validation: A Case Study of Culturally Responsive Materials Development for TESOL
No full textLinguistic Landscape and Language in Education in South Asia: A Critical Appraisal
No full textThis article examines the linguistic diversity, language hegemony, and policy initiatives aimed at resisting the dominance of English and other mainstream national languages, while promoting indigenous languages, cultures, and epistemologies in South Asia. The article critically assesses the adverse impact of British Raj and its education policies, which aimed to produce “Brown Englishmen,” as well as the recent multilingual turn taken by South Asian countries through their language education and language-in-education policies. Additionally, the article discusses the prevailing influence of English due to globalization and general public perception of English proficiency that provides linguistic, cultural, and economic capital. Nine authors from various countries in South Asia critically reflect on the language in education policies and practices, sharing the shortcomings and the way forward. The article reports on the policy practice gap, that despite numerous efforts by South Asian countries to promote and revitalize local languages through policy interventions, many private and public schools are shifting towards English-medium instruction, thereby further marginalizing indigenous languages. The article argues for the decolonial reimagination of language policies and practices. It advocates for the thoughtful implementation of language in education policies to promote local languages, cultures, and epistemologies. The article concludes that, although macro-level policies are progressive, celebrating pluralism and linguistic diversity, these policies do not align with the meso-level (institutional) and micro-level classroom practices of teachers, hindering the preservation of linguistic heritage in South Asia
