Native- vs. Nonnative-Medium Schools: Applying Critical-Cultural and Historical-Structural Theories to Reframing Language Planning and Policy

Tania Hossain, Cornelius B. Pratt

Research output: Contribution to journalArticle

Abstract

In much of the developing world, disparities between native- and nonnative-medium schools are fueled in part by government actions such as resource allocation and administrative oversight that determine institutional policies and practices that perpetuate and exacerbate educational divides, which, in turn, lead to further societal inequality. This article argues that government agencies and educators should apply complementary critical-cultural and historical-structural theories to proffer language-policy directions and a pedagogic blueprint that have the potential to improve significantly a bilingual educational system fraught with pedagogic inequalities, social disparities, and misaligned resources. Critical-cultural analysis examines phenomena from three overarching perspectives: multiculturalism, hegemonic ideology, and power relations; a historical-structural perspective places English teaching within contexts of socioeducational practices. Resource-poor rural schools, where English teaching was at best perfunctory, placed their students at a significant disadvantage. The implications of these findings for reframing current language planning and policy are presented.

Original languageEnglish
Pages (from-to)191-219
Number of pages29
JournalCritical Inquiry in Language Studies
Volume9
Issue number3
DOIs
Publication statusPublished - 2012 Jul

Fingerprint

pedagogics
planning
language
resources
school
cultural analysis
rural school
language policy
Teaching
social inequality
government agency
multicultural society
educational system
ideology
educator
Reframing
Government
Language Policy
Teaching English
Resources

ASJC Scopus subject areas

  • Linguistics and Language
  • Language and Linguistics
  • Education

Cite this

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