“…Furthermore, it would also serve to reinforce the lingering negative political and social effects of colonisation and globalisation on ‘non‐native’ speakers. It is clear that to think about linguistic ownership along the lines of authority is inherently problematic and would only further ‘disenfranchise the majority of English speakers today’ (Tupas & Rubdy, , p. 1).…”
Section: Demystifying Linguistic Insecurity and Linguistic Ownershipmentioning
Linguistic insecurity and linguistic ownership rest on the same foundational ideas. However, despite the extensive study of both, the two concepts have never been discussed in conjunction. This paper refines both concepts and puts forth a set of conditions to test for the presence of linguistic insecurity and the exercise of linguistic ownership in 287 Singaporeans through an empirical survey examining their use of English, as well as their perceptions of other speakers in the Singapore English‐speaking community and Singapore English itself. The results reveal that Singaporeans are linguistically insecure but yet exercise full ownership of the English language. These somewhat paradoxical findings uncover an unusual relationship between linguistic insecurity and ownership. We argue in this paper that there exists a new type of linguistic ownership in Singapore, one that does not invoke notions of authority or legitimacy. It is this new notion of linguistic ownership that drives a new brand of linguistic insecurity documented in this paper.
“…Furthermore, it would also serve to reinforce the lingering negative political and social effects of colonisation and globalisation on ‘non‐native’ speakers. It is clear that to think about linguistic ownership along the lines of authority is inherently problematic and would only further ‘disenfranchise the majority of English speakers today’ (Tupas & Rubdy, , p. 1).…”
Section: Demystifying Linguistic Insecurity and Linguistic Ownershipmentioning
Linguistic insecurity and linguistic ownership rest on the same foundational ideas. However, despite the extensive study of both, the two concepts have never been discussed in conjunction. This paper refines both concepts and puts forth a set of conditions to test for the presence of linguistic insecurity and the exercise of linguistic ownership in 287 Singaporeans through an empirical survey examining their use of English, as well as their perceptions of other speakers in the Singapore English‐speaking community and Singapore English itself. The results reveal that Singaporeans are linguistically insecure but yet exercise full ownership of the English language. These somewhat paradoxical findings uncover an unusual relationship between linguistic insecurity and ownership. We argue in this paper that there exists a new type of linguistic ownership in Singapore, one that does not invoke notions of authority or legitimacy. It is this new notion of linguistic ownership that drives a new brand of linguistic insecurity documented in this paper.
“…Tupas and Rubdy add that WE research, [I]n arguing for the legitimacy of New Englishes on a national basis […] tends to focus on a narrow selection of standardized forms in particular communities and overlooks difference within regions as well as those that may accrue with reference to social class, ethnicity, education, and so on. (Tupas & Rubdy, , p. 6)…”
Section: Englishes In the Philippines: A Call For Inclusivitymentioning
In this article, I survey studies about English in the Philippines, many of which have been heavily influenced by the world Englishes paradigm. It was Braj Kachru himself who brought world Englishes to the Philippines in 1996, at a conference in Manila. About a hundred wide-eyed Filipino teachers, who grew up believing that only American English existed, were never the same again. This contribution to a special issue in honor of Braj Kachru is an expression of utang na loob, our debt of gratitude to him for changing the course of English language studies and scholarship in the Philippines.
“…The result is the dominance of some forms of English over others. Tupas and Rubdy (2015) refer to 'unequal Englishes' to try to capture the plurality of forms of (Tupas & Rubdy, 2015).…”
Section: The Dominance and Complexity Of English Language Learningmentioning
confidence: 99%
“…There was evidence of support for capital accrual -in this case, institutionalised capital in the form of credentials, but also the development of cultural capital accrued through exposure to native English speaking language learning environments. Not all forms of English were 'equal' (Tupas & Rubdy, 2015), and it was clear that English language learning in English speaking countries/contexts was highly valued.…”
Section: Decision On the Approval Of The Project To Develop A System mentioning
confidence: 99%
“…Also, in relation to English language learning, such responses intimate the continuation of English language learning activities that foster more discrete practices rather than the more nuanced approaches to understanding the nature and role of English in the Vietnamese context. There appears to be a glossing over of the different forms of English, including various forms of 'unequal Englishes' or the nuances and differences that characterise actual practices of English in different cultural contexts (Tupas & Rubdy, 2015). The focus on such entities as pronunciation also reflects the emphasis upon particular forms of English language learning that might foster reified conceptions of English, rather than an understanding of English as multifaceted, or of different forms of English beyond some sort of normalised conception of 'native-like' practices (Holmes & Dervin, 2016).…”
Section: Teacher Workhops As Traditional Vehicles For Teacher Learningmentioning
This thesis explores the leading-for-learning practices of teachers and school administrators in a regional province in Central Vietnam, particularly in relation to two high performing/'exemplary' schools in that province. The research focuses on teacher leadership practices pertaining to teachers' learning in a context of strong pressure and support for the teaching of English. This includes national educational reform initiatives that are part of the global spread of English as a necessary and desirable capital. The thesis draws upon Bourdieu's theoretical concepts of field, habitus and capital in order to better understand the nature of these leading-for-learning practices. Specifically, the research reveals the complex and contested nature of these practices, the habitus of teachers and formal school leaders involved, the capitals accrued as part of this process, and whether and how these capitals contributed towards improved teacher learning. Two schools were focused upon most strongly specifically because they were considered 'exemplary' schools and the most prestigious academic schools in the province. The first was a school for mainstream students and the latter was for gifted students. Interviews with principals, teachers and administrators were conducted as well as observations of teachers working together, teacher workshops, professional activities and staff meetings.This research provides new insights into the varied practices of leading-for-teacher-learning in these two high schools and district office, and in schooling settings more generally. The research also helps inform understandings of the leadership capabilities of teachers and administrators through a better understanding of the constraints and possibilities for action, and capacity building of teacher leaders. The research is significant beyond the specific case, making a substantial contribution to the existing literature on leadership practices in relation to teacher learning, not just the leadership practices of formal school leaders (especially principals) -a key focus of attention within the leadership literature -but also in relation to leadership practices of teachers and district personnel. The application of a Bourdieuian sociological approach reveals the practices of leadingfor-teacher-learning as complex and contested, involving tensions, pressures and stress faced by teachers and associated educational professionals in their practices of leading learning as part of their professional work. Through this process, educators' habitus is revealed as both shaped by and shaping changing relations in what is described as the field of leading-for-teacher-learning. The research also tries to capture the complexities of how teachers and administrators responded to these broader policy and institutional demands on teachers -evidence of the broader field of power upon the field of leading-for-teacher-learning. The thesis reveals the nature of this field, its dominant logics of practice and how these came to constitute and be constit...
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
