Teaching English as culture : paradigm shifts in postcolonial discourse

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

2 Citations (Scopus)

Abstract

The teaching of an 'imperialist' language like English in a postcolonial era presents not only unprecedented difficulties to the teacher, it also raises disconcerting questions about the paradigms underlying the concepts of language, language teaching, and culture. This new perspective makes inadequate, on the one hand, the pedalinguistic categories of EFL (English as a Foreign Language) and ESL (English as a Second Language), and, on the other, the postcolonial critique in general of hegemonic languages. Another category needs to be recognized, to which the author gives the acronym TUE (Teaching Unbroken English). For the purposes of analysis, the author focuses on his experience teaching English in Hong Kong before and after 1997, during the end of the colonial and the beginning of the postcolonial era.
Original languageEnglish
Pages (from-to)3-16
Number of pages14
JournalDiogenes
Volume50
Issue number2
DOIs
Publication statusPublished - 1 May 2003

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Language
Discourse
Paradigm Shift
Teaching English
English as a Foreign Language
Hong Kong
Imperialist
Colonies
English as a Second Language
Language Teaching
Paradigm
Acronyms
Teaching

Cite this

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Teaching English as culture : paradigm shifts in postcolonial discourse. / EOYANG, Eugene Chen.

In: Diogenes, Vol. 50, No. 2, 01.05.2003, p. 3-16.

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

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