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Ideologies in English Language Education: A Synchronic and Diachronic Approach

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English as a Global Language in China

Part of the book series: English Language Education ((ELED,volume 2))

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Abstract

This chapter first reviews the origin of the term ‘ideology’ and illustrates the stance of the book on this issue. It then defines the term ‘language ideology’ and gives an overall review and critique of the range of language ideologies with regard to English language teaching and learning. It engages in a critical and political analysis of the ascendancy of English and of attitudes towards and expectations of its global spread. Perspectives to be critically discussed include those of colonial celebration, instrumentalism, laissez-faire liberalism, linguicide and linguicism as proposed by Pennycook and other scholars. By doing so, it constructs a theoretical framework for the study of language ideology in education.

‘NOBODY has yet come up with a single adequate definition of ideology. This is not because workers in the field are remarkable for their low intelligence, but because the term “ideology” has a whole range of useful meanings, not all of which are compatible with each other.’

– Eagleton ( 2007 : 1)

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Authors and Affiliations

  1. Beijing Language and Culture University, Beijing, China

    Lin Pan

  2. Institute of Education, University College London, London, UK

    Lin Pan

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Pan, L. (2015). Ideologies in English Language Education: A Synchronic and Diachronic Approach. In: English as a Global Language in China. English Language Education, vol 2. Springer, Cham. https://doi.org/10.1007/978-3-319-10392-1_3

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