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oapen-20.500.12657-892052024-04-03T02:24:44Z Chapter A Decolonial Perspective on Adult Immigrant English Language Training in the Global North Abodunrin, Abimbola Chan, Jason Maitra, Srabani Adult Education Decolonisation ESOL English Language Immigration thema EDItEUR::C Language and Linguistics::CF Linguistics thema EDItEUR::D Biography, Literature and Literary studies::DS Literature: history and criticism Transnational migration across different borders often necessitate immigrants learning different languages, values and customs of the receiving country for a ‘successful’ social and economic integration. Available evidence suggests that adult immigrants studying non-academic English as a second or other language (ESOL) worldwide is large and fast-growing. In this chapter, drawing on decolonial perspective, we explore the nuanced racio-linguistic ideologies and Eurocentric linguistic visions underpinning language of teaching adults. In line with Lalage Bown’s pioneering work in Adult Education broadly challenging educational institutions to rethink their curricular and pedagogical practices in such ways to include ‘other’ voices and ways of learning, we argue, for a teaching/learning approach that is culturally responsive to the diverse needs of adult English learners. 2024-04-02T15:49:33Z 2024-04-02T15:49:33Z 2023 chapter ONIX_20240402_9791221502534_174 2704-5781 9791221502534 https://library.oapen.org/handle/20.500.12657/89205 eng Studies on Adult Learning and Education application/pdf n/a 9791221502534_16.pdf https://books.fupress.com/doi/capitoli/979-12-215-0253-4_16 Firenze University Press 10.36253/979-12-215-0253-4.16 10.36253/979-12-215-0253-4.16 bf65d21a-78e5-4ba2-983a-dbfa90962870 9791221502534 17 14 Florence open access
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Transnational migration across different borders often necessitate immigrants learning different languages, values and customs of the receiving country for a ‘successful’ social and economic integration. Available evidence suggests that adult immigrants studying non-academic English as a second or other language (ESOL) worldwide is large and fast-growing. In this chapter, drawing on decolonial perspective, we explore the nuanced racio-linguistic ideologies and Eurocentric linguistic visions underpinning language of teaching adults. In line with Lalage Bown’s pioneering work in Adult Education broadly challenging educational institutions to rethink their curricular and pedagogical practices in such ways to include ‘other’ voices and ways of learning, we argue, for a teaching/learning approach that is culturally responsive to the diverse needs of adult English learners.
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