Resisting Linguistic Imperialism in English Teaching

By E. McDonagh. 2000

808 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/c64f483908436fbd6a80f8e6fd871b0d22d8978d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. E. Macaro
2. Nicos Sifakis
3. M. Lamb
4. N. Morita
5. R. Akbari
6. Paul Thompson
7. K. Rajagopalan
8. G. Hall

In Language and Linguistics

1. Paul Thompson
2. E. Macaro
3. M. Lamb
4. K. Rajagopalan
5. R. Akbari
6. Alastair Henry
7. Nicos Sifakis
8. Ken Hyland

Citations in the corpus

• Learning To Live with Complexity: Towards an Ecological Perspective on Language Teaching. (2003, background): “Another line of research has taken these observations further by exploring the influence of more broadly sociocultural and ideological factors on language learning (Canagarajah, 1993, 1999; Coleman, 1996a; Pennycook, 1994, 1997; Phillipson, 1992).”
• Own-language use in language teaching and learning (2012, background): “4), Kern (1994; see also Macaro 2006) suggests that own-language use lightens the cognitive load of tasks by reducing the demands on learners’ working memory and facilitating cognitive processing; Carless’ (2002) and Scott & de la Fuente’s (2008) studies, of young EFL learners in Hong Kong and colle”
• TESOL Methods: Changing Tracks, Challenging Trends (2006, methodology): “Based on a critical ethnographic study of Sri Lankan classrooms, Canagarajah (1999) has revealed creative classroom strategies employed by teachers and students in periphery communities.”
• General Academic Difficulties and Reading and Writing Difficulties among Asian ESL Postgraduate Students in TESOL at an Australian University (2011, background): “As noted by Canagarajah (1999), most English language teachers around the world are non-native speakers of English who do not necessarily have a native-like proficiency.”
• 'It Depends on the Students Themselves': Independent Language Learning at an Indonesian State School (2004, background): “Authoritative bibliographies on the subject (e.g. at http://www.ec.hku.hk/ autonomy/), as well as the papers presented at a recent conference (Independent Language Learning Conference, Open University, UK, 4–5 December 2003) confirm the greater attention given to university settings.”
• The Routledge Handbook of English for Academic Purposes (2016, methodology): “Seen through Pennycook’s re-framing of world English(es), this is exactly what Canagarajah (1999), Grande (2004) and Benesch (1996), through her rights analysis, had previously attempted to do.”
• Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos (2018, background): “Collectively, translanguaging and transnational literacies are border- crossing communicative practices (Hornberger & Link, 2012) that are increasingly becoming recognized as the normative practice of people around the world (Canagarajah, 1999).”
• First and second language use in English medium instruction contexts (2018, background): “Second, in English as a foreign language (EFL) classrooms the exclusion of the L1 may have a deleterious impact on how students perceive the value of their L1, especially in countries with a past of colonial domination (Canagarajah, 1999; Phillipson, 1992).”
• Postmethod Discourse and Practice (2008, background): “However, a closer look at eclecticism reveals a sense of resistance (Canagarajah, 1999) on the part of practitioners who have viewed method as an imposed, impractical construct.”
• 10. RESEARCH PERSPECTIVES ON TEACHING ENGLISH AS A LINGUA FRANCA (2004, background): “This has made it difficult for resistance to ENL norms in pedagogy (e.g., Canagarajah, 1999; Pennycook, 1999) to move from programmatic statements to realizations in teaching practice.”
• Emerging culture of English-medium instruction in Korea: experiences of Korean and international students (2014, background): “As some researchers have discussed, this ownership entails the use of English for one’s own benefit and equality (Canagarajah, 1999; Holliday, 2005; McKay, 2002; Phan, 2009, 2010; Widdowson, 1997).”
• The Cambridge Guide to Teaching English to Speakers of Other Languages: List of abbreviations (2001, background): “To prepare students to encounter linguistic diversity between and within 'cultures', practitioners (e.g. Silberstein 1984; Kramsch 1993; Canagarajah 1999) have suggested making students critical observers (in effect, ethnographers) of their own and their teachers' instances of cross-cultural confusi”
• The Ecology and Semiotics of Language Learning (2004, background): “For one thing, Rosch claims that in many varieties of Asian philosophy the self as separate from the world does not exist in the way that it does in most Western philosophies. Moreover, she notes that for people who practice meditation a notion such as ‘private self’ simply does not exist at all (19”
• Bilingualism, Heritage Language Learners, and SLA Research: Opportunities Lost or Seized? (2005, background): “itage language see Valdhs (1995). This overview includes”
• Negotiating Participation and Identity in Second Language Academic Communities. (2004, methodology): “Within critical approaches, particularly the models based on what Canagarajah (1999) calls “resistance theories” (p. 22), individuals are accorded agency to resist being positioned marginally in dominant discourses and to fashion alternative subject positions that fulfill their goals and purposes…”
• The Effects of Portfolio Keeping on Writing Anxiety of EFL Students (2007, background): “The question of testing the effects of process orientation in a product-oriented educational setting, as argued by Canagarajah (1999), is the first pillar of our discussion. in their learning experiences before, the majority of them were highly satisfied with the end result i.e., the product.”
• Second language teacher education: Review of recent research on practice (2010, background): “SLTE thinking and practice in many contexts has been affected by the rapid spread of the English language itself over the past quarter century (Graddol 2006) and its ‘localisation’ and ‘nativisation’ (Canagarajah 1999; Holliday 2005).”
• The education of teachers of English as a lingua franca: a transformative perspective (2007, background): “…as a global language, Jenkins’ lingua franca core, the World Standard English orientation (e.g. Crystal 2003) and research on native speakers (Brutt-Griffler and Samimi 2001) with material from post-colonial studies and critical discussions regarding policy issues (e.g. Canagarajah 1999, 2005).”
• Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression (2018, background): “In similar ways to the students in Canagarajah’s (1999) study, who in seeking ‘connections to their cultural and social context’ (p.”