The Policy-Practice Nexus in English Classrooms in Delhi, Johannesburg, and London: Teachers and the Textual Cycle

Autor/inn/en	Bhattacharya, Rimli; Gupta, Snehlata; Jewitt, Carey; Newfield, Denise; Reed, Yvonne; Stein, Pippa
Titel	The Policy-Practice Nexus in English Classrooms in Delhi, Johannesburg, and London: Teachers and the Textual Cycle
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 41 (2007) 3, S.465-487 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Case Studies; Educational Policy; Teaching Methods; Foreign Countries; Foreign Policy; History; Teacher Role; Instructional Materials; Comparative Analysis; Reading Aloud to Others; Listening Comprehension; Identification (Psychology); Writing Skills; Oral Language; Cultural Differences; India; South Africa (Johannesburg); United Kingdom (London) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Außenpolitik; Geschichte; Geschichtsdarstellung; Lehrerrolle; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Hörverständnis; Writing skill; Schreibfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Kultureller Unterschied; Indien
Abstract	This article makes a methodological contribution to investigating the policy-practice nexus in the English classroom. It looks beyond language to offer a multimodal case study analysis of English classrooms in three cities: Delhi, Johannesburg, and London. The article shows how policies mediated by the agencies of the state, the school, the English department, and individual teachers are inflected and refracted through the textual cycle to position teachers and students in particular ways. The case studies show local, specific inflections of what teachers are able to do within the constraints of the policy-practice nexus and provide insights into how "subject English" is realised across three countries, each of which has a distinct social, historical, and cultural relation to English. This study has implications for developing teachers' critical understandings of their central role in translating subject English through the textual cycle. (Contains 2 footnotes.) (Author).
Anmerkungen	Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10