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Beneficiary voices in ELT development aid: ethics, epistemology and politics
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Abstract:
As global language policy, English language teaching (ELT) development aid is as old as the field of language policy and planning. Contemporary discourses of ELT aid management acknowledge voices of project beneficiaries such as teachers. Beneficiary testimonials may satisfy the neoliberal demand for accountability, efficiency and evidence of impact. While this consideration of beneficiary engagement posed practical challenges in the past, new technological platforms such as websites and social media have eased the process of harnessing beneficiary voices. However, there has been limited research on beneficiary participation on the virtual space—specifically, on the discursive position from which beneficiaries speak, how they represent project interventions, and what implications their representations may have. This article examines beneficiary voices on the official website and social media spaces of a UKaid-funded project called English in Action (2009–2018) in Bangladesh. We problematise beneficiary voices and their representation of the project from the perspectives of ethics, epistemology and politics. We argue that, with their “post-truth” characteristics, beneficiary testimonials contributed to the project’s “self-branding” and to the evidence of its impact, regardless of how the storied success corresponded to the degree of change that may have been achieved on the ground.
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Keyword:
1203 Language and Linguistics; 3310 Linguistics and Language; 3312 Sociology and Political Science; Language and Linguistics; Linguistics and Language; Sociology and Political Science
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URL: https://espace.library.uq.edu.au/view/UQ:69cbef9
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| 3 |
The CEFR as a national language policy in Vietnam: insights from a sociogenetic analysis
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Language choice in peer interactions and the role of peers in minority language maintenance : acase study from Vietnam
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Teaching English to the test: why does negative washback exist within secondary education in Bangladesh?
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English as a medium of instruction and the discursive construction of elite identity
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Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity
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Economics of English: Examining the Demand for English Proficiency in the Vietnamese Job Market
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Bilingualism as a resource: language attitudes of Vietnamese ethnic minority students
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| 13 |
The spread of private tutoring in English in developing societies: exploring students’ perceptions
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Subtractive schooling and identity: a case study of ethnic minority students in Vietnam
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Language choice, identity and social distance: ethnic minority students in Vietnam
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| 16 |
English-in-Education Policy and Planning in Bangladesh: A Critical Examination
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| 17 |
Globalization, English language policy, and teacher agency: focus on Asia
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"A fair go for all?' Australia's language-in-migration policy
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Foreign language policies in Asia and Australia in the Asian century
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