In a recent post, I reviewed language policy research that shows how compulsory English in China has given rise to new inequities and is far from being a means to fair development. In that context, compulsory English language learning is problematic for reasons of practical feasibility, allocative effectiveness and distributive justice. That macro language policy perspective is complemented by a school ethnography of English language learning in a small village in Indonesia. The study was conducted by Nicolaus Pasassung in 1999-2000 and has unfortunately never been published but the PhD dissertation it resulted in has now been made available here on Language on the Move.
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- 200401 applied linguistics and educational linguistics
- 200405 language in culture and society (sociolinguistics)