The Branding of English and The Culture of the New Capitalism: Representations of the World of Work in English Language Textbooks

Gray, John

doi:10.1093/applin/amq034

Cited by 129 publications

(73 citation statements)

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“…This is especially concerning in a classroom context, where students are often mandated textbooks and materials which, as this paper has argued, are inundated with Western specific cultural and commercial references. Nevertheless, Canagarajah (1999 as cited in Gray, 2010) suggests that students do on occasions recognise the ideological nature of certain content, and seek to challenge it (p.730). Diaspora can also occur, where local communities creatively re-embed foreign culture within their own local contexts (Osgerby, 2004, p.172).…”

Section: 22mentioning

confidence: 99%

“…Examples of this economic domination include organizations such as the British Council (Phillipson, 1992, p.48) (Oh & Kang, 2009), which have been accused of exploiting English for economic purposes. In addition, the contents of some ELT materials, such as textbooks, have been accused of aiding the practises of Western corporations, legitimizing global brands and products as an inevitable norm (Gray, 2010). Due to this, some teaching practitioners have expressed a reluctance to use ELT materials (Sell, 2005, p.86), whilst others advocate engaging with the culture in them more dynamically, to achieve a much deeper level of communicative competence and fluency (Kramsch, 1993).…”

Section: Introductionmentioning

confidence: 99%

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Critiquing Economic Values in English Language Teaching: Materials Problems and Critical Solutions Facing Teachers

Addison¹

2014

J NELTA

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This paper contends that the English language teaching industry is implicitly imbued with Western cultural values which, whilst emanating from the ideological discourse of colonialism, have now evolved into an aggressive corporate colonialism. An examination of various materials employed in ELT finds that they are saturated with market driven Western values and product placements, which, if not explicated properly, can confuse students who may come from very different schematic backgrounds (Widdowson, 1990). A more critical classroom approach is therefore advocated, where foreign English language students are encouraged to use vocabulary to critique cultural contents encountered in ELT materials, affording them the chance to engage with English more dynamically. A 2012 teaching approach is described, which sought to achieve this aim within the context of a Japanese university English conversation class. The effectiveness of this approach is then assessed and discussed through the examination of quantitative and qualitative student response data.

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Section: 22mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Critiquing Economic Values in English Language Teaching: Materials Problems and Critical Solutions Facing Teachers

Addison¹

2014

J NELTA

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“…Ensino De Línguas Crítico. Letramento Midiático Crítico.Abstract: In the Brazilian educational scenario, textbooks often function as the main foundation of knowledge in additional language classrooms, reproducing and legitimating specific ideologies and representations of the world (GRAY, 2010). Critical approaches to language teaching, therefore, can be seen as an alternative to hegemonic language teaching materials, since they look at students' reality, problematizing it and offering a Revista Digital dos Programas de Pós-Graduação do Departamento de Letras e Artes da UEFS Feira de Santana, v. 18, n. Especial, p. 99-121, outubro-dezembro/2017 …”

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Doing Critical English Language Teaching: Designing critical tasks to promote critical media literacy

Silva

Farias

D'Ely

2018

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Resumo: Nas aulas de línguas adicionais em contexto brasileiro, os livros didáticos geralmente têm o papel principal de norteador do conhecimento, reproduzindo e legitimando ideologias e representações específicas do mundo (GRAY, 2010). Neste sentido, as abordagens críticas de ensino de línguas podem ser vistas como uma alternativa aos materiais de ensino de línguas hegemônicos, uma vez que levam em consideração a realidade dos alunos, problematizando-a e possibilitando transformá-la. Desta forma, este artigo tem como objetivo principal oferecer aos professores de línguas um exemplo de material que busca promover o desenvolvimento crítico linguístico (CROOKES, 2013) e o letramento midiático crítico (HOBBS, 2011) para alunos de inglês s em nível médio no Brasil. As tarefas (ELLIS, 2003) aqui descritas devem ser vistas como recursos que possibilitarão compreender, de uma forma mais prática, como promover o ensino de línguas sob uma perspectiva crítica. Palavras-chave: Abordagem Baseada Em Tarefas. Ensino De Línguas Crítico. Letramento Midiático Crítico.Abstract: In the Brazilian educational scenario, textbooks often function as the main foundation of knowledge in additional language classrooms, reproducing and legitimating specific ideologies and representations of the world (GRAY, 2010). Critical approaches to language teaching, therefore, can be seen as an alternative to hegemonic language teaching materials, since they look at students' reality, problematizing it and offering a Revista Digital dos Programas de Pós-Graduação do Departamento de Letras e Artes da UEFS Feira de Santana, v. 18, n. Especial, p. 99-121, outubro-dezembro/2017

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“…By looking at the way Chinese working professionals practise English in Yangshuo, my purpose is not to evaluate the effectiveness of this learning method, nor do I seek to find out whether learning English eventually helps them achieve their professional goals. Rather, I examine the observed phenomenon of practising English with foreigners in Yangshuo as an 'activity type', that is, a 'recognized activity… whose local members are goal-defined, socially constituted, bounded' (Levinson 1979:368), in particular with regards to how such activity is embedded in the changing political economy of China, thereby contributing to the emerging research into the intersection of language and neoliberalism (Gray 2010;Park 2010aPark , 2013PillerNeoliberalism can be understood as the shifting relationship between market and state wherein the market is acclaimed as the best guidance for economic practice, and the unleashing of individual freedom and entrepreneurship in a free market the best way to achieve personal welfare (Harvey 2005:2). Neoliberalism, therefore, is not just an economic theory, but a hegemonic discourse that affects people's everyday conduct, such that individuals' entrepreneurial virtues, as opposed to systematic structures, are to be held accountable for personal success or failure (Harvey 2005:65-66).…”

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confidence: 99%

Interactional straining and the neoliberal self: Learning English in the biggest English corner in China

Gao¹

2016

Lang. Soc.

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A B S T R A C TThis article proposes the term interactional straining for the strategic manipulation of interaction as grounded in neoliberal governmentality. The interactional practice was observed among adult English learners in Yangshuo, which, through mobilizing English-speaking foreigners and commodifying English, has been attracting Chinese nationals seeking to improve their English, the gate-keeping language in global workplaces in China. Based on ethnographic observations and interviews, it is shown that what appears to be naturally occurring interactions with foreigners actually involves reflexive thinking at the backstage (Goffman 1959), which is aimed at the strategic manipulation of interactional contents and/or structure so as to establish oneself as (pass for) a legitimate interlocutor. This study shows that interaction constitutes a key site where the contradictions and tensions of neoliberalism are lived out. It also argues that as reflexivity becomes a key morality under neoliberal globalization, metadiscourses provide important insights for our critique of neoliberalism. (English, language ideology, interaction, neoliberalism, work, globalization, China)* I N T R O D U C T I O NIn the famous Harvard Business Review, a recent article entitled 'Global business speaks English' begins: 'Ready or not, English is now the global language of business'. Citing exemplar cases of multinational companies from around the world, the article proposes that 'adopting a common mode of speech isn't just a good idea; it's a must… The benefits of "Englishization"… are significant' (Neeley 2012). On the other side of the globe, writing from a different linguistic background and social perspective, a commentary article published in the Chinese online news media Guānchá 'Observer' reports that English has become the most widely used language in global workplaces in China. Quoting national survey statistics, it observes that 'English is the most frequently used language in foreign companies (wàiqĭ) [in China], and the only language used in formal settings. 44% of documents are written in English, 75% of PowerPoint presentations are in English' 1 (You 2013).

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The Branding of English and The Culture of the New Capitalism: Representations of the World of Work in English Language Textbooks

Cited by 129 publications

References 1 publication

Critiquing Economic Values in English Language Teaching: Materials Problems and Critical Solutions Facing Teachers

Critiquing Economic Values in English Language Teaching: Materials Problems and Critical Solutions Facing Teachers

Doing Critical English Language Teaching: Designing critical tasks to promote critical media literacy

Interactional straining and the neoliberal self: Learning English in the biggest English corner in China

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