By Rod Pederson (auth.), Kiwan Sung, Rod Pederson (eds.)
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Critical Inquiry in Language Studies, 2(1), 1–12. 20 REPRESENTATION, GLOBALIZATION, AND THE NATIVE SPEAKER Moussu , L. & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching. 41(3), 315–348. Morgan, B. (1997). Identity and intonation: linking dynamic processes in an ESL classroom. TESOL Quarterly, 31(3), 431–450. Mufwene, S. (1997). The legitimate and illegitimate offspring of English. In L. Smith, & M. ) World Englishes 2000. Honolulu: University of Hawai‘i Press, pp.
Roudometof, V. (2005). Transnationalism, Cosmopolitanism and Glocalization. Current Sociology, 53(1), 113–135. Rubdy, Rani (2001). Creative destruction: Singapore’s Speak Good English Movement. World Englishes, 20(3), 341–55. Seargeant, P. (2008). Language, ideology and ‘English within a globalized context’. World Englishes, 27, 217–232. Shim, R. & Baik, M. (2000). Korea (South and North). In W. K. Ho & R. Y 1. ), Language policies and language education: The impact in East Asian countries in the next decade Singapore: Times Academic, pp.
That is, under the name of English teaching, there are hegemonic and oppressive practices related to knowledge formation and distribution, human desire, and identity formation. For example, it is not uncommon that ESL or EFL learners’ cultures and learning styles are essentialized and ‘Othered’ as undesirable if not inferior to those from the IC countries. That is, in the dichotomy of the East-West, the Western ways of thinking and learning such as motivation, collaboration, and group work are always prioritized as if the East does not even have such concepts (Chen, Warden & Chang, 2005; Kubota & McKay, 2009).
Critical ELT Practices in Asia by Rod Pederson (auth.), Kiwan Sung, Rod Pederson (eds.)