Mediating Inequalities: Exploring English-Medium Instruction in a Suburban Indian Village School

Autor/in	Bhattacharya, Usree
Titel	Mediating Inequalities: Exploring English-Medium Instruction in a Suburban Indian Village School
Quelle	In: Current Issues in Language Planning, 14 (2013) 1, S.164-184 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2013.791236
Schlagwörter	English (Second Language); Foreign Countries; Multilingualism; Language Planning; Disadvantaged Schools; Native Language; Suburban Schools; Second Language Learning; Native Language Instruction; Socioeconomic Status; Language of Instruction; Ethnography; Literacy; Cultural Context; Educational Environment; Teaching Methods; Poverty; Textbooks; Access to Education; Content Area Reading; Memorization; Translation; Multigraded Classes; India + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Mehrsprachigkeit; Multilingualismus; Sprachwechsel; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Zweitsprachenerwerb; Native language education; Muttersprachlicher Unterricht; Socio-economic status; Sozioökonomischer Status; Teaching language; Unterrichtssprache; Ethnografie; Alphabetisierung; Schreib- und Lesefähigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; Textbook; Text book; Schulbuch; Lehrbuch; Education; Access; Bildung; Zugang; Bildungszugang; Sinnerfassendes Lesen; Gedächtnistraining; Mehrstufenklasse; Indien
Abstract	India is home to 1652 languages, but only 22 are officially recognized. And while the Constitution requires local authorities to provide mother tongue instruction in schools (Article 350A, Constitution of India), a mere 43 languages are used nationally as instructional medium. An exploding demand for English-medium schooling across socio-economic divides further complicates the language-in-education context. This case study, a sub-part of a broader project drawing on four years of ethnographic work, focuses on five young multilingual children living at an "anathashram" (orphanage) in suburban New Delhi and studying in an English-medium village school. I explore the different literacy practices influencing the negotiation of the instructional medium, their impact on language learning, and their wider language policy and planning implications. Careful analyses of the teaching context, pedagogical and textbook approaches, and learning practices reveal how "English-medium" instruction in a typical small, private Indian school catering to poor children leads to restricted acquisition of English, in ways that also constrain students' ability to access educational content across subject areas. Thus, poor children who enroll in these schools in increasing numbers precisely "because of" the schools' self-identification as English-medium institutions end up doubly disadvantaged, because they are cut off from both language and content. (Contains 1 figure and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10