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Mandated Resistance, Embodied Shame: The Material and Affective Contours of a TESOL Method
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Mathew, Leya – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2018
This article examines how a purportedly local, postcolonial reform effort to resist center-based methods is resisted by the students and teachers it seeks to serve. In this context, rather than take center and periphery for granted, the author attempts a processual geography of method. Drawing on data from a 19-month ethnography in the Indian…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods
Overcoming Colonial Policies of Divide and Rule: Postcolonialism's Harnessing of the Vernaculars
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Ramanathan, Vaidehi – Review of Research in Education, 2014
This chapter offers a situated account of English and vernacular literacy practices from a postcolonial perspective. Situated in ongoing endeavors in a variety of local contexts in Ahmedabad, Gujarat, India, where the author was raised and schooled, this chapter calls attention to some key educational sites through which these policy-related…
Descriptors: English (Second Language), Second Language Learning, Language Variation, Foreign Countries
Literacy as a Communication Skill.
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Srivastava, R. N. – Indian Journal of Adult Education, 1979
The author defines literacy as a communication skill and argues that India's national adult education program should promote vernacular literacy rather than standard language literacy, using the traditional vernacular oral communication channels with writing as an extension of but not a replacement for the oral mode. (MF)
Descriptors: Adult Education, Communication Skills, Community Development, Developing Nations