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Revitalizing Endangered Languages

Edited by Justyna Olko & Julia Sallabank

Revitalizing Endangered Languages "This guidebook provides ideas and strategies, as well as some background, to help with the effective revitalization of endangered languages. It covers a broad scope of themes including effective planning, benefits, wellbeing, economic aspects, attitudes and ideologies."


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Academic Paper


Title: Review of doctoral research in English language education in the Philippines, Singapore and Malaysia (2007–2010)
Author: Rani Rubdy
Institution: Nanyang Technological University
Author: T. Ruanni F. Tupas
Email: click here TO access email
Institution: National University of Singapore
Author: Corazon D. Villareal
Author: Maya Khemlani David
Author: Francisco Perlas Dumanig
Email: click here TO access email
Homepage: http://fdumanig.yolasite.com
Institution: University of Hawaii at Hilo
Linguistic Field: Applied Linguistics; Sociolinguistics
Subject Language: English
Abstract: This review highlights recent doctoral research in English language education and related areas completed between 2007 and 2010 in three countries in Southeast Asia: Singapore, Malaysia and the Philippines. Out of sixty dissertations initially chosen from major universities in these countries, five from the Philippines, four from Malaysia and three from Singapore were selected for review, the selection being based mainly on their quality of work and representation of key areas of intellectual work in the field in these countries. This review shows how the shared postcolonial identities of these countries and their unique sociohistorical locations help explain the coalescing and diverging agendas and trajectories in English language education doctoral research in the region. Much of the work affirms the dominant intellectual position of the West as the producer of knowledge, so there is a need to reposition the intellectual stance of research in English language education in the region within and emerging from its multilingual but unequally globalizing landscapes. Thus, there is an urgent need for more nuanced attention to socio-cultural factors that impact on English language education in the three countries under review, which, in turn, can help scholars produce new knowledge that can contribute to academic conversations in the field.

CUP AT LINGUIST

This article appears IN Language Teaching Vol. 45, Issue 1.

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