This book presents a new theory of grammatical categories - the Universal Spine Hypothesis - and reinforces generative notions of Universal Grammar while accommodating insights from linguistic typology.
For believers in the power of English, language as aid can deliver the promise of a brighter future; but in a neocolonial world of international development, a gulf exists between belief and reality. Rich with echoes of an earlier colonial era, this book draws on the candid narratives of white women teachers, and situates classroom practices within a broad reading of the West and the Rest. What happens when white Western men and women come in to rebuild former colonies in Asia? How do English language lessons translate, or disintegrate, in a radically different world? How is English teaching linked to ideas of progress? This book presents the paradoxes of language aid in the twenty-first century in a way that will challenge your views of English and its power to improve the lives of people in the developing world.