Decolonizing English in Higher Education: Global Englishes and TESOL as Opportunities or Barriers (SI on Global Englishes and TESOL)

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2024-03-01 DOI:10.1002/tesq.3317

Will Baker, Sonia Morán Panero, José Aldemar Álvarez Valencia, Sami Alhasnawi, Yusop Boonsuk, Phuong Le Hoang Ngo, Maritza M. Martínez‐Sánchez, Norbella Miranda, Gloria J. Ronzón‐Montiel

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引用次数: 0

Abstract

English is core to HE (higher education) globally, with both HE and English seen as pathways to success for students. Yet, access to English is unequal and colonial ideologies associate English with Anglophone settings. Much of the research on English in HE has focused on elite institutions and students, while the majority of the world's HE students remain comparatively under‐researched. This paper reports on a mixed‐methods study of TESOL in five linguistically and socioculturally diverse HE settings in Colombia, Mexico, Iraq, Thailand, and Vietnam. The aims were to explore the roles and perceptions of English, TESOL, and other languages in policy and practice, (including multilingualism and Global Englishes) and how these related to processes of dis/empowerment and de/colonialization of HE. We sought to uncover the extent to which TESOL and English allowed or restricted access to opportunities of empowerment for different groups of students on their way to and through HE, and how English intersected with a range of dimensions of potential marginalization or privilege, particularly socioeconomic status, ethnicity, and rurality. We present findings from students through a questionnaire (n = 1820) and interviews with students, teachers, and administrators at each of the sites (n = 150).

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高等教育中英语的非殖民化：全球英语和 TESOL 是机遇还是障碍（全球英语和 TESOL SI）

英语是全球高等教育（HE）的核心，高等教育和英语都被视为学生成功的途径。然而，获得英语的机会是不平等的，殖民意识形态将英语与英语环境联系在一起。有关高等院校英语的研究大多集中在精英院校和学生身上，而对世界上大多数高等院校学生的研究则相对不足。本文报告了在哥伦比亚、墨西哥、伊拉克、泰国和越南的五所语言和社会文化背景不同的高等院校开展的一项关于 TESOL 的混合方法研究。研究的目的是探讨英语、TESOL 和其他语言在政策和实践中的作用和看法（包括多语制和全球英语），以及这些作用和看法如何与高等教育的失权/赋权和去殖民化过程相关联。我们试图揭示 TESOL 和英语在多大程度上允许或限制了不同群体的学生在通往高等院校的道路上获得赋权的机会，以及英语如何与一系列潜在的边缘化或特权，特别是社会经济地位、种族和乡村交织在一起。我们通过问卷调查（n = 1820）以及与学生、教师和各校行政人员的访谈（n = 150），介绍了学生的调查结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.