The Struggle to Teach English as an International Language

The Struggle to Teach English as an International Language
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This book is about the worlds and conflicts of TESOL teachers and researchers whose professional lives are both enriched and problematized by the cultural and political interfaces created by working with an international language. Central to this discussion is the balance of power in classroom and curriculum settings, the relationship between language, culture, and discourse, and the change in the ownership of English.

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Adrian Holliday. The Struggle to Teach English as an International Language

Preface and methodology

1 The struggle for new relationships

ESOL educators: the politics of labelling

English as an international language

Two positions

The sites of struggle

2 Culturist perceptions of ‘us’ and ‘them’

The constituents of culturism

A non-essentialist view

Culturism in TESOL

Excavating the strata of culturism

Complex identities

Not a simple matter

3 The legacy of lockstep

A moving, adapting practice

Cultural icons

The residues of audiolingualism

Control and transportable professional confidence

4 ‘Learner-centredness’ and ‘autonomy’

Learner-centredness

Bureaucratization and technicalization in practice

Autonomy, native-speakerism, and culturism

The need to see beyond the ideology

5 Social autonomy and authenticity

Classroom regime as inhibitor

Resistance

Social authenticity

An opening up, and an undoing of prejudice

6 ‘Stakeholder-centredness’

Projects and people

Writing the stakeholders in

Devaluing other realities

Bucking the imperialism thesis

Seeing individual richness

7 Critiquing appropriate methodology

Separating the positive from the negative

‘Our’ system or people

The puzzle of Position 2

8 The struggle for cultural continuity

Correction vs. understanding

Dealing with professional division

Addressing deeper political issues

Understanding other agendas

Working from the inside out

The interpersonal and the global

Loose ends and enriching encounters

Bibliography

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The element of struggle in international English language education exists in two respects. It resides in the need for educators to re-align themselves in the face of the changing ownership of English and culturally divisive ideologies and practices. This book explores this struggle by means of a critical sociology of their worlds and conflicts. But the struggle also resides in how it is possible to write about an area of conflict while being situated within it in a position of power and privilege – from an English-speaking West which has dominated the TESOL world with its well-resourced institutions of teaching, training and publishing and the residues of a colonial past. I draw on email accounts from 36 ESOL educators from 14 countries, who include 20 colleagues from outside the English-speaking West. Their accounts have indeed influenced the direction the book has taken – often to unexpected areas of discussion – but their presence raises the issue of who I am to be able to incorporate their voices. Though it may exaggerate an opposition which does not always exist, one must take seriously Canagarajah’s concern about ‘white-skinned teacher/researchers from rich communities’ who ‘visit dilapidated classrooms of brown-skinned vernacular-speaking students in periphery communities’ (1999: 51). It cannot be denied that ‘Centre’ researchers trying to empower ‘Periphery’ communities to which they do not belong may in the end only strengthen the discourses of the ‘Centre’.

There are several factors to consider. First, English-speaking Western TESOL is itself a diverse, divided, and complex culture. The focus of this book is the cultural prejudices which emerge from a dominant, though particular ideology which has its origins within this culture but does not govern the thinking of all its members. A British academic critiquing this ideology is not therefore indulging in self-flagellating soul searching, but struggling for independence from thinking with which he and many of his colleagues do not wish to be associated. Second, cultural distance is relative. One cannot necessarily claim insider understanding of people because they come from one’s own community. Differences of age, class, institutional culture, gender, personal ideology, and so on also mediate in our visions of each other. I am not always in a better position to understand my British colleagues in Canterbury than the Egyptian colleagues I worked with so closely for five years. There is also a broader professional community which in a multiplicity of ways interconnects ESOL educators of all types. Its ideological, political, and economic divisions not so much inhibit cultural study, but characterize the particular coherence of the culture which enlivens my investigation.

.....

Continued discussion and renewed acquaintance with my past colleagues from Ain Shams, Damascus, and Pune Universities, Amal Kary, Mona Zikri, Nafez Shammas, Warka Barmada, Grace Jacob and Maya Narkar, have provided immeasurable inspiration and helped me to completely re-assess my professional persona. More recently, Hollo Dorottya and her acutely aware PhD students at Eötvös Lóránd University, and Doug Goodwin, Ingrid Barradas, Troy Crawford, Martha Lengeling and their colleagues, and students at the School of Languages, Guanajuato University, took me into parts of the world with other stories I had not before experienced. Successive cohorts of students from the Hong Kong Institute of Education have also been influential. Sitting in their refectory on their campus, watching them ‘at home’, has also played a deeply formative role which is detailed within.

Major contribution to my thinking has been made by critical qualitative researchers who have been students and colleagues in Canterbury, Ge Jin, Pat Grounds, Pembe Delikurt, Tom Duan Yuping, Pam Aboshiha, John Kullman, Martin Hyde, Kimberly Brooks-Lewis, Caroline Moore, Oscar Narvaez, Cecilio Lopez, Hiroko Hayagoshi, Jo Chang and Valerie Ainscough. Angela Baxter, Chris Anderson, Jimmy Tong Woonman, and Trevor Grimshaw are referred to at length. Others are among my email informants. I feel we have pushed forward the boundaries of knowledge of TESOL as cultural and political practice. Tony Booth helped me to realize that all experience is data – moving on from Swales’ reference to ‘taking tea in laboratory technicians’ cubby-holes’, hanging out in conferences, noticing things in meetings, classrooms, and departmental corridors. Vivien Zamel, Ruth Spack, Ryuko Kubota, Stephanie Vandrick, and Aya Matsuda helped me to see greater texture in the ideas I had been ruminating over and writing about more parochially for several years. Paul Taylor, a dear friend who was there in many of my sojourns at TESOL, provided a sanity and helped me not to get beyond myself. Chance meetings with Nalina Sutakul helped me to finish the text.

.....

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