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LINGUIST List 16.3445

Fri Dec 02 2005

Diss: Applied Linguistics: Chang: 'Ideologies of Eng...'

Editor for this issue: Meredith Valant <meredithlinguistlist.org>


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        1.    Jackie Chang, Ideologies of English Teaching and Learning in Taiwan


Message 1: Ideologies of English Teaching and Learning in Taiwan
Date: 30-Nov-2005
From: Jackie Chang <sijackieyahoo.com>
Subject: Ideologies of English Teaching and Learning in Taiwan


Institution: National Pingtung University of Education
Program: Department of English Education
Dissertation Status: Completed
Degree Date: 2004

Author: Jackie Chang

Dissertation Title: Ideologies of English Teaching and Learning in Taiwan

Linguistic Field(s): Applied Linguistics

Dissertation Director:
Ingrid Piller

Dissertation Abstract:

This study is motivated by a critical need to engage in socio-linguistic
analysis, within the field of English language teaching (ELT) and second
language acquisition (SLA) in English-as-a-Foreign-Language (EFL)
countries. The ideologies alluded to in my title are:
'English-as-the-global-language'; 'the-ideal-English-teacher'; 'the-ideal-
English-teaching-methodology'; 'American-English-as-standard-English'; and
'the- younger-the-better'. The methodology used in this research is
Critical Discourse Analysis (CDA). I am employing this methodology to
investigate language school promotional materials that may, at first
cursory examination, seem mundane and even ideologically naive, but which
in fact convey these very concepts. Source material is drawn from a corpus
of advertising materials for private language schools in Taiwan
specifically: school fliers, websites, television commercials and
television English teaching programs. They all deal with English teaching
and learning. The premises of English language teaching and learning in
Taiwan are based on the assumption that English language mastery is the key
to achieving a better life and future for the aspiring individual,
particularly in the context of globalization. However, the study reveals
that English teaching and learning has, in fact, resulted in wide spread
social, cultural, educational, and linguistic inequalities in contemporary
Taiwanese society. A search for the reasons and possible ramifications of
these disparities would appear to be more than justifiable, on both
pedagogical and humanitarian grounds.





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