東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

A critical examination of language i...

Boun, Sovicheth.

Linked to FindBook

Google Book

Amazon

博客來

A critical examination of language ideologies and identities of Cambodian foreign-trained university lecturers of English.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A critical examination of language ideologies and identities of Cambodian foreign-trained university lecturers of English./
Author:	Boun, Sovicheth.
Description:	286 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621079
ISBN:	9781303918940

A critical examination of language ideologies and identities of Cambodian foreign-trained university lecturers of English.
Boun, Sovicheth.

A critical examination of language ideologies and identities of Cambodian foreign-trained university lecturers of English. - 286 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--The University of Texas at San Antonio, 2014.

The global spread of English has resulted in differing views among scholars who attributed it, on the one hand, to choices made by national actors for political and economic integration and, on the other hand, to linguistic imperialism from first-world English-speaking countries. In Cambodia, despite its momentum, the spread of English and English language teaching (ELT) has not been critically examined. More research is needed that examines the sociological and political aspects of English and ELT in Cambodia. As Pennycook (1994) maintained, the spread of English and ELT is imbued with cultural, economic, political and ideological meanings, irreducible to the examination of its functionalist roles as natural, neutral and beneficial. Drawing on language ideology and community of practice perspectives, this study explores the interrelations among language ideologies, classroom practices and the negotiation of identities. Data collected in the Spring of 2013 in Cambodia include interviews with university lecturers who received their master's degrees in ELT-related fields abroad, classroom observations, social observations, and relevant documents and artifacts. The findings reveal four ideological categories around which the participants expressed a range of ideological views about English and English language teaching: (1) image and status of English; (2) image and status of Khmer; (3) native speakers vs. non-native speakers; and (4) English language teaching. These various ideologies have been attributed to four sociocultural contexts of their experiences which include personal observations/experiences, prior learning/education, teaching experiences, and educational experiences abroad. The findings also indicate how these ideologies contribute to the participants' negotiation of teaching practices and formation of identities. This study adds to the current understanding of the global spread of English, the native speaker ideology, the communicative language teaching, and the transnationalization of TESOL education.

ISBN: 9781303918940Subjects--Topical Terms:

2122778
Bilingual education.

A critical examination of language ideologies and identities of Cambodian foreign-trained university lecturers of English.
LDR:03004nmm a2200289 4500 001 2068840
005 20160428075024.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303918940
035 $a (MiAaPQ)AAI3621079
035 $a AAI3621079
040 $a MiAaPQ $c MiAaPQ
100 1 $a Boun, Sovicheth. $3 2206063
245 1 2 $a A critical examination of language ideologies and identities of Cambodian foreign-trained university lecturers of English.
300 $a 286 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Wayne E. Wright.
502 $a Thesis (Ph.D.)--The University of Texas at San Antonio, 2014.
520 $a The global spread of English has resulted in differing views among scholars who attributed it, on the one hand, to choices made by national actors for political and economic integration and, on the other hand, to linguistic imperialism from first-world English-speaking countries. In Cambodia, despite its momentum, the spread of English and English language teaching (ELT) has not been critically examined. More research is needed that examines the sociological and political aspects of English and ELT in Cambodia. As Pennycook (1994) maintained, the spread of English and ELT is imbued with cultural, economic, political and ideological meanings, irreducible to the examination of its functionalist roles as natural, neutral and beneficial. Drawing on language ideology and community of practice perspectives, this study explores the interrelations among language ideologies, classroom practices and the negotiation of identities. Data collected in the Spring of 2013 in Cambodia include interviews with university lecturers who received their master's degrees in ELT-related fields abroad, classroom observations, social observations, and relevant documents and artifacts. The findings reveal four ideological categories around which the participants expressed a range of ideological views about English and English language teaching: (1) image and status of English; (2) image and status of Khmer; (3) native speakers vs. non-native speakers; and (4) English language teaching. These various ideologies have been attributed to four sociocultural contexts of their experiences which include personal observations/experiences, prior learning/education, teaching experiences, and educational experiences abroad. The findings also indicate how these ideologies contribute to the participants' negotiation of teaching practices and formation of identities. This study adds to the current understanding of the global spread of English, the native speaker ideology, the communicative language teaching, and the transnationalization of TESOL education.
590 $a School code: 1283.
650 4 $a Bilingual education. $3 2122778
650 4 $a English as a second language. $3 516208
650 4 $a Foreign language education. $3 3172512
690 $a 0282
690 $a 0441
690 $a 0444
710 2 $a The University of Texas at San Antonio. $b Bicultural-Bilingual Studies. $3 1043821
773 0 $t Dissertation Abstracts International $g 75-09A(E).
790 $a 1283
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621079