Open Access. Powered by Scholars. Published by Universities.®
Bilingual, Multilingual, and Multicultural Education
- Keyword
-
- Applied Linguistics (1)
- Autoethnography (1)
- English Language Teaching (1)
- Imagined community (1)
- KELT (1)
-
- Kuwait (1)
- Native-speakerism (1)
- Power relations (1)
- Singapore (1)
- Singlish (1)
- Sociolinguistics (1)
- TESOL (1)
- Unequal Englishes (1)
- الانجليزيات المتباينـة؛ علاقات القوة؛ الكويت؛ معلم/ معلمة لغة انجليزية كويتية (KELT)؛ التحدث باللهجة الأصلية للّغة الانجليزية؛ الإثنوغرافيـة الذاتيــة (1)
- السنغليزية، سنغافورة، تدريس اللغة الإنجليزية، تدريس اللغة الإنجليزية لغير الناطقين بها، علم اللغة التطبيقى، علم اللغة الاجتماعي (1)
Articles 1 - 2 of 2
Full-Text Articles in Education
Shared Epiphanies Of My Constantly Challenged Linguistic Membership, Fajer M. Bin Rashed
Shared Epiphanies Of My Constantly Challenged Linguistic Membership, Fajer M. Bin Rashed
International Journal for Research in Education
The pluralization of English has enabled the use of its varieties in cultural contexts that are not traditionally associated with the language. Yet, the inequality of Englishes remains a main characteristic of globalizing and localizing the language. The spread of English use in Kuwait was a result of establishing reconfigured imperial relations during the British protectorate era. Mediated by language ideologies, the English language has ‘settled’ Kuwait’s local linguistic ecology, and its spread remains sustained by the imposition of colonial practices and ideologies through contemporary processes of capitalist globalization. I argue that the pluralization of English in Kuwait’s nuanced experience …
‘I Don’T Speak Singlish’ – Linguistic Chutzpah And Denial In The Elt Classroom, Luke Lu
‘I Don’T Speak Singlish’ – Linguistic Chutzpah And Denial In The Elt Classroom, Luke Lu
International Journal for Research in Education
In Singapore, dominant narratives of Singlish as ‘bad English’ and an impediment to acquiring the Standard co-exist with discourses about Singlish as a marker of Singaporean identity. One consequence of such competing discourses has been characterised as a polarity between linguistic anxiety about Singaporeans’ proficiency in Standard English on the one hand, and rationalised confidence in using both registers appropriately on the other [that Wee (2014) terms ‘linguistic chutzpah’]. This paper examines a third phenomenon that is neither exclusively anxiety nor chutzpah in a specific site where metapragmatic evaluations of Englishes abound – the ELT classroom. Drawing on data from …