Publication Date
Spring 2014
School
College of Arts and Sciences
Major
TESL
Keywords
English, ESL, TESL, South Asia, India, Bangladesh, teaching, pedagogy
Disciplines
Anthropological Linguistics and Sociolinguistics | Asian Studies | Bilingual, Multilingual, and Multicultural Education | Comparative and Historical Linguistics | Critical and Cultural Studies | Curriculum and Instruction | Discourse and Text Linguistics | Educational Methods | First and Second Language Acquisition | Gender, Race, Sexuality, and Ethnicity in Communication | International and Intercultural Communication | Interpersonal and Small Group Communication | Modern Languages | Other International and Area Studies | Other Languages, Societies, and Cultures | Race, Ethnicity and Post-Colonial Studies | Reading and Language | South and Southeast Asian Languages and Societies | Typological Linguistics and Linguistic Diversity
Recommended Citation
Ehret, Brittany R., "English in South Asia and Pedagogical Implications" (2014). Senior Honors Theses. 427.
https://digitalcommons.liberty.edu/honors/427
Abstract
English at present maintains a significant role as a second or foreign language in the region of South Asia as well as globally. In a discussion of this topic, it is important to explore a brief history of the expansion of English and its origins in South Asia. It is also essential to provide a background of South Asian English and its unique linguistic characteristics as well as its use in different contexts of South Asia. The perspectives of linguists and educators who are native to the region of South Asia should be included as much as possible in this research. The most crucial element in this discussion is the various implications of the role of English in South Asia on English language pedagogical practices. The numerous options for how to teach the language and the diverse contexts in which the language may be used have a profound effect on the English language educational approach. These implications lead to examining and suggesting the seemingly most relevant and effective approaches to English language instruction in South Asia. The main question in response to these considerations is what variety of English or instructional model should be taught or used in a South Asian classroom. Based on the diverse cultural context of South Asia and the global state of our world, this research endorses a polymodel of English pedagogy that incorporates the use of an established variety of English primarily for instruction while also exposing students to many more existing varieties that they may encounter as well as the cultures that use them.
Included in
Anthropological Linguistics and Sociolinguistics Commons, Asian Studies Commons, Bilingual, Multilingual, and Multicultural Education Commons, Comparative and Historical Linguistics Commons, Critical and Cultural Studies Commons, Curriculum and Instruction Commons, Discourse and Text Linguistics Commons, Educational Methods Commons, First and Second Language Acquisition Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, International and Intercultural Communication Commons, Interpersonal and Small Group Communication Commons, Modern Languages Commons, Other International and Area Studies Commons, Other Languages, Societies, and Cultures Commons, Race, Ethnicity and Post-Colonial Studies Commons, Reading and Language Commons, South and Southeast Asian Languages and Societies Commons, Typological Linguistics and Linguistic Diversity Commons
