Overview

Identifies diverse language uses in sociolinguistically underexplored formal domains of education in South Asia. This book presents empirical research from a wide range of South Asian contexts, in order to develop critical understandings of the intricate relationships between translingual practices, language education, social justice and equity. The chapters explore the feasibility, acceptance and prospects of translingual practices as meaningful communication and pedagogic practices in South Asian English language classrooms. The authors identify diverse language uses in sociolinguistically unexplored formal domains of education and address the persistent monolingual biases and ideologies, hegemonic language policies and negative attitudes towards non-standard varieties of English and other languages within these contexts. The book raises awareness of the marginalisation, violence, intolerance and injustice sustained through English language education in South Asia and suggests steps to ensure linguistic rights, linguistic equity and social justice. This book is Open Access under a CC BY NC ND license.

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9781800418455

Table of Contents

Reviews

This volume is essential reading for TESOL and ELT policymakers, academics and higher education students across the subcontinent and more widely in the field of global multilingual education. It constitutes a key milestone in the move towards more socially just, linguistically equitable and pedagogically effective practices in English language classrooms. * Jason Anderson, University of Warwick, UK *

This volume is essential reading for TESOL and ELT policymakers, academics and higher education students across the subcontinent and more widely in the field of global multilingual education. It constitutes a key milestone in the move towards more socially just, linguistically equitable and pedagogically effective practices in English language classrooms. * Jason Anderson, University of Warwick, UK * This timely volume showcases diverse editorial and authorial voices not only from South Asia but many also currently embedded in those contexts, which makes it an invaluable addition to current scholarship. Add to that the deep analyses and insights presented throughout the chapters and you have a must-read book if you wish to truly understand the complex histories and sheer dynamism that South Asian ELT encapsulates. * Rashi Jain, Montgomery College, USA *

Author Information

Shaila Sultana is a Professor and the Director of the BRAC Institute of Languages, BRAC University, Bangladesh. Her recent publications include the co-authored book Popular Culture, Voice and Linguistic Diversity (2018) and co-edited handbooks, Routledge Handbook of English Language Education in Bangladesh (2021) and Language in Society in Bangladesh and Beyond (2024). She is on the editorial boards of several journals, including Language in Society, Journal of English-Medium Instruction, Ampersand and Journal of AsiaTEFL. Pramod K. Sah is a South Asian critical applied linguist whose research examines how colonial, liberal, and racist language ideologies shape socioemotional and educational inequalities. He worked as an Assistant Professor of English Language Education at the Education University of Hong Kong. He is an Honorary Associate in the School of Languages and Applied Linguistics at the Open University, UK, and previously held positions at the University of Oxford and the University of Calgary. He is Founding Editor-in-Chief of the Journal of Education, Language, and Ideology and Co-Editor of Critical Inquiry in Language Studies.

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