Table Of Content(Re-)Locating TESOL in
an Age of Empire
Edited by
Julian Edge
Language and Globalization
Series Editors: Sue Wright, University of Portsmouth, UK; and Helen Kelly-
Holmes, University of Limerick, Ireland.
In the context of current political and social developments, where the national
group is not so clearly defi ned and delineated, the state language not so clearly
dominant in every domain, and cross-border fl ows and transfers affect more than
a small elite, new patterns of language use will develop. The series aims to provide
a framework for reporting on and analysing the linguistic outcomes of globaliza-
tion and localization.
Titles include:
David Block
MULTILINGUAL IDENTITIES IN A GLOBAL CITY
London Stories
Julian Edge (editor)
(RE-)LOCATING TESOL IN AN AGE OF EMPIRE
Clare Mar-Molinero and Patrick Stevenson (editors)
LANGUAGE IDEOLOGIES, POLICIES AND PRACTICES
Language and the Future of Europe
Ulrike Hanna Meinhof and Dariusz Galasinski
THE LANGUAGE OF BELONGING
Forthcoming titles:
Roxy Harris
NEW ETHNICITIES AND LANGUAGE USE
Clare Mar-Molinero and Miranda Stewart (editors)
GLOBALIZATION AND LANGUAGE IN THE SPANISH-SPEAKING WORLD
Macro and Micro Perspectives
Leigh Oakes and Jane Warren
LANGUAGE, CITIZENSHIP AND IDENTITY IN QUEBEC
Colin Williams
LINGUISTIC MINORITIES IN DEMOCRATIC CONTEXT
Language and Globalization
Series Standing Order ISBN 1–4039–9731–4
(outside North America only)
You can receive future titles in this series as they are published by placing a standing order.
Please contact your bookseller or, in case of diffi culty, write to us at the address below with
your name and address, the title of the series and the ISBN quoted above.
Customer Services Department, Macmillan Distribution Ltd, Houndmills, Basingstoke,
Hampshire RG21 6XS, England
Also by Julian Edge
CONTINUING COOPERATIVE DEVELOPMENT: A Discourse Framework for
Individuals as Colleagues
CONTINUING PROFESSIONAL DEVELOPMENT: Some of Our Perspectives
CASE STUDIES IN ACTION RESEARCH
TEACHERS DEVELOP TEACHERS’ RESEARCH (edited with Keith Richards)
COOPERATIVE DEVELOPMENT
ESSENTIALS OF ENGLISH LANGUAGE TEACHING
MISTAKES AND CORRECTIONS
(Re-)Locating TESOL in
an Age of Empire
Edited by
Julian Edge
School of Education
University of Manchester
Editorial matter and selection © Julian Edge 2006
Individual chapters © contributors 2006
Softcover reprint of the hardcover 1st edition 2006
All rights reserved. No reproduction, copy or transmission of this
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Any person who does any unauthorized act in relation to this publication
may be liable to criminal prosecution and civil claims for damages.
The authors have asserted their rights to be identifi ed as the authors of
this work in accordance with the Copyright, Designs and Patents Act
1988.
First published 2006 by
PALGRAVE MACMILLAN
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175 Fifth Avenue, New York, N.Y. 10010
Companies and representatives throughout the world
PALGRAVE MACMILLAN is the global academic imprint of the Palgrave
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ISBN 978-0-230-58006-0 ISBN 978-0-230-50223-9 (eBook)
DOI 10.1057/978-0-230-50223-9
This book is printed on paper suitable for recycling and made from fully
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A catalogue record for this book is available from the British Library.
Library of Congress Cataloging-in-Publication Data
(Re-)locating TESOL in an age of empire / edited by Julian Edge.
p. cm. – (Language and globalization)
Includes bibliographical references and index.
ISBN 978-1–4039–8530–8 (alk. paper)
1. English language – Study and teaching – Foreign speakers.
2. English language – Commonwealth countries. 3. English language –
Political aspects – Commonwealth countries. 4. Globalization. I.
Title: Relocating TESOL in an age of empire. II. Edge, Julian, 1948- III.
Series.
PE1066.R43 2006
428.0071–dc22 2005056575
10 9 8 7 6 5 4 3 2 1
15 14 13 12 11 10 09 08 07 06
To teachers of English, as they make their way
‘We do not permit the free expression of ideas because some individual may
have the right one. No individual alone can have the right one. We permit
free expression because we need the resources of the whole group to get us the
ideas we need. Thinking is a social activity. I tolerate your thought because it
is a part of my thought – even when my thought defi nes itself in opposition
to yours.’
– Louis Menand, The Metaphysical Club: A Story of Ideas in America, 2001,
p. 431
Contents
Notes on the Contributors ix
Background and Overview xii
1 Dangerous Liaison: Globalization, Empire and TESOL 1
B. Kumaravadivelu
2 What, then, Must We Do? Or Who Gets Hurt
when We Speak, Write and Teach? 27
Christopher Brumfi t
3 Critical Media Awareness: Teaching Resistance
to Interpellation 49
Sarah Benesch
4 The (Re-)Framing Process as a Collaborative
Locus for Change 65
Branca F. Fabrício and Denise Santos
5 Ideology and Language: Interconnections between
Neo-liberalism and English 84
Marnie Holborow
6 Non-judgemental Discourse: Role and Relevance 104
Julian Edge
7 Teaching Second Languages for National Security
Purposes: A Case of Post-9/11 USA 119
Ryuko Kubota
8 Equity and English in South African Higher
Education: Ambiguity and Colonial
Language Legacy 139
John Katunich
9 Negotiating ELT Assumptions in EIL Classrooms 158
Aya Matsuda
10 Slaves of Sex, Money and Alcohol: (Re-)Locating
the Target Culture of TESOL 171
Abdellatif Sellami
vii
viii Contents
11 Neo-imperialism, Evangelism, and ELT: Modernist
Missions and a Postmodern Profession 195
Bill Johnston and Manka M. Varghese
12 ‘The Hedgehog and the Fox’: Two Approaches
to English for the Military 208
Paul Woods
Index 227
Notes on the Contributors
Sarah Benesch is professor of English, College of Staten Island, the City
University of New York, USA. Her research interests include English for
academic purposes, critical pedagogy, critical discourse analysis, and
identity. Her publications include Critical English for Academic Purposes
and articles in TESOL Quarterly, English for Specifi c Purposes, and College
ESL.
Christopher Brumfi t holds a Chair in Applied Linguistics in the School
of Humanities, University of Southampton, United Kingdom. He is a
former Chair of the British Association for Applied Linguistics and Vice-
President of AILA, and is an Academician of the UK Academy of Social
Sciences. He has published widely, with specifi c focuses on the role of
explicit knowledge in language learning, language policy, the develop-
ment of criticality among higher education students, and the relation-
ships between applied linguistics, postmodernism and science. His most
recent book is Individual Freedom in Language Teaching.
Julian Edge is a lecturer in TESOL at Manchester University, UK, having
been a senior lecturer at Aston University, Birmingham, when he began
to edit this collection, and an associate professor at Macquarie Univer-
sity, Sydney when he completed the manuscript. In the light of this
trajectory, it is perhaps understandably with some postmodern irony
that he identifi es his major research interest as professional develop-
ment. He has published widely and regards Continuing Cooperative Devel-
opment (2002) to be his most worthwhile contribution to the fi eld thus
far.
Branca Falabella Fabrício holds an MA in Applied Linguistics and a
PhD in Language Studies. She is a lecturer at Universidade Federal do
Rio de Janeiro, Brazil and her main research interests are the construc-
tion of discourse and interactional and identity practices in traditional
institutional contexts, as well as in institutional contexts undergoing
change (school, media, family, work settings, etc.).
Marnie Holborow is a lecturer in ESOL at Dublin City University,
Ireland. Besides teaching exchange students, she lectures on the MA
ix
