Biliteracy and Globalization: English Language Education in India (Bilingual Education & Bilingualism)
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This 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.
of languages like Arabic and Mandarin in cyberspace and the mingling of scripts with diverse languages in informal communication point to new biliterate practices, which have yet to be explored in depth. Similar Studies Broadly speaking work in biliteracy tends to fall into two discrete domains: either the research is in the classroom or on the linguistic landscape of a site. A project of the former type is ‘Signs of Difference: How Children Learn to Write in Different Script Systems’,
culture are controlled’ (ﬁeld notes, 20 June 2001). Dr. Vashishtha also informed me that in many primary schools Social Studies is taught in Hindi even in the English medium. This is because Social Studies will require a ﬁrm grounding in English, which many of the children do not have. They might know enough English to deal with Math and Science but not enough to study Social Studies in English. Thus he encourages the schools to decide whether they want Social Studies in English or Hindi even in
interactions between media. The ﬁrst is passive and active media where the students are lectured in one language but write in another. The second is formal and informal media where formal teaching in the class is in one language but explanations are provided in another. And ﬁnally there is the multitier media where the medium of instruction in the primary school is in the mother tongue but in secondary school the child encounters a new media of instruction. In Transcript 1 Amarjeet is using
According to Mrs Lalita, all the teachers in the RSKV feel this way. Mrs Lalita does not see her role merely as an English teacher. She says, ‘We give them values. We feel connected to the child.’ For instance, many of her students share their teenage problems with Lalita. Students come and tell her that ‘Ma’am I can’t discuss this with my mother but I would like to discuss this with you’. Another way in which this teacher–student relationship is manifested is the way students behave before the
Delhi; and I see them now when I go out as a researcher to collect data. The Rajkiya Sarvodaya Kanya Vidyalaya (RSKV) or State Sarovodya Girls’ School of East Vinod Nagar, which is brieﬂy described in Vaish (2005), is the school described in detail in this book. It is part of a chain of RSKVs run by the Delhi Administration. Kanya in the title means girl and the RSKVs are girls’ schools, but many of them enroll boys from Class 1 till Class 3. The word ‘Sarvodaya’ roughly translates as ‘welfare