World Englishes, Secularisation, and De-Secularisation: Examining English Language Textbooks in a Muslim Society from the Perspective of Language as Situated Practice
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| Title: | World Englishes, Secularisation, and De-Secularisation: Examining English Language Textbooks in a Muslim Society from the Perspective of Language as Situated Practice |
|---|---|
| Language: | English |
| Authors: | M. Obaidul Hamid |
| Source: | Journal of Multilingual and Multicultural Development. 2024 45(3):739-757. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Language Variation, English (Second Language), Second Language Learning, Second Language Instruction, Textbooks, Content Analysis, Language Role, Colonialism, Religious Factors, Postcolonialism, Christianity, Correlation, Islam, Muslims, Language Usage, Language Attitudes, Political Influences, Religious Education, Educational Policy, Policy Formation, State Church Separation, Foreign Countries, Educational Objectives |
| Geographic Terms: | Bangladesh |
| DOI: | 10.1080/01434632.2022.2159419 |
| ISSN: | 0143-4632 1747-7557 |
| Abstract: | The ideological role of English, beyond its instrumental value, is reported to be immense. British colonial rule deployed English as an ideological tool which facilitated colonial subjugation and religious conversion. Connections between English and evangelism have widened in the postcolonial and globalising world, leading to labelling English as a missionary language. Acknowledging the association of English with Christianity, scholars have called for examining relationships between English and other religions such as Buddhism, Hinduism, and Islam. The relationship of English with Islam is especially complex. While its global spread has encouraged Muslims to utilise it as an Islamic language, English has also been used by the post-9/11 West for moderating Islam. How have Muslim-majority societies responded to English in this complex ideological and geopolitical terrain? How do they manage English teaching in their secular and religious streams of education? This article examines how education policymakers in Bangladesh have dealt with the imperatives of secularisation for mainstream education and de-secularisation for religious education by localising English along the line of world Englishes. Taking the perspective of language as situated practice, I illustrate how the same English language textbooks are used for different ideological goals, with educational, social, and political implications. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1418156 |
| Database: | ERIC |
| Abstract: | The ideological role of English, beyond its instrumental value, is reported to be immense. British colonial rule deployed English as an ideological tool which facilitated colonial subjugation and religious conversion. Connections between English and evangelism have widened in the postcolonial and globalising world, leading to labelling English as a missionary language. Acknowledging the association of English with Christianity, scholars have called for examining relationships between English and other religions such as Buddhism, Hinduism, and Islam. The relationship of English with Islam is especially complex. While its global spread has encouraged Muslims to utilise it as an Islamic language, English has also been used by the post-9/11 West for moderating Islam. How have Muslim-majority societies responded to English in this complex ideological and geopolitical terrain? How do they manage English teaching in their secular and religious streams of education? This article examines how education policymakers in Bangladesh have dealt with the imperatives of secularisation for mainstream education and de-secularisation for religious education by localising English along the line of world Englishes. Taking the perspective of language as situated practice, I illustrate how the same English language textbooks are used for different ideological goals, with educational, social, and political implications. |
|---|---|
| ISSN: | 0143-4632 1747-7557 |
| DOI: | 10.1080/01434632.2022.2159419 |
