Interrogating the English of the English Curriculum in Postcolonial Bangladesh.
Against the colonial origin and its initial global spread and the neo-colonial hegemony of English, this article calls for interrogating the English of the English curriculum in postcolonial societies, taking Bangladesh as a case study. It is argued that while the English language has been subjected...
| Published in: | Asiatic: IIUM Journal of English Language & Literature Vol. 15; no. 2; pp. 11 - 30 |
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| Format: | Article |
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Asiatic: IIUM Journal of English Language & Literature
Dec2021
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=154546450&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 154546450 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 19853106 5EWG jtl: Asiatic: IIUM Journal of English Language & Literature issn: 19853106 maglogo: N pubinfo: dt: Dec2021 vid: 15 iid: 2 pid: 44508 pub: Asiatic: IIUM Journal of English Language & Literature artinfo: ui: 154546450 10.31436/asiatic.v15i2.2341 ppf: 11 ppct: 19 formats: fmt: @attributes: type: P size: 2MB tig: atl: Interrogating the English of the English Curriculum in Postcolonial Bangladesh. aug: au: Hamid, M. Obaidul affil: The University of Queensland, Australia. su: English language education Colonies Pluralism sug: subj: English language education Colonies Pluralism keyword: decolonising education English as a Southern language English in Bangladesh Interrogating English postcolonial theory world Englishes ab: Against the colonial origin and its initial global spread and the neo-colonial hegemony of English, this article calls for interrogating the English of the English curriculum in postcolonial societies, taking Bangladesh as a case study. It is argued that while the English language has been subjected to recurrent theorising in the neighbouring fields of Sociolinguistics and Applied Linguistics, the changing understandings of English seem to have had limited influence on English studies in Bangladesh. To illustrate the point, the author takes an autoethnographic approach and provides an account of his experience of studying English at the University of Dhaka. He also seeks to explain why academics in the fields of English Literature and Applied Linguistics and English Language Teaching (ELT) have had limited cross-disciplinary interaction in the greater interest of both fields. The author concludes that the much-desired goal of decolonising policy, curriculum, pedagogy, and knowledge-making may not be achieved without questioning the English language. It is suggested that the way forward may be to consider English as a Southern language which will allow for its localisation and its deployment along the lines of Southern epistemologies and epistemic pluralism. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Asiatic: IIUM Journal of English Language & Literature is the property of Asiatic: IIUM Journal of English Language & Literature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Asiatic: IIUM Journal of English Language & Literature holder: Asiatic: IIUM Journal of English Language & Literature dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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