Post-Colonial Curriculum Practices in South Asia: Building Confidence to Speak English

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Contents
List of figures
List of tables
Foreword
A word from the author
1 Introduction
	The post-colonial South Asian element in ELT
	The objectives
	Limitations of the study
2 Background
	Introduction
	English in Sri Lanka and other post-colonial South Asian countries
	The failures of English teaching in post-colonial South Asia
	The colonial legacy and attitudes towards the English language
	The desire to speak English and the lack of confidence
	Demand vs. supply
	Conclusion
3 The study
	Introduction
	The sample
	Tools
	Data analysis and methods
	Method
	Analysis
	Discussion
	Conclusion
4 Language attitude anxiety
	Introduction
	Prologue
	Language attitudes
	Language attitudes and the lack of confidence to speak  English
	Foreign Language (Classroom) Anxiety and its limitations
	The social dimension of language anxiety
	Gardener’s Attitude/Motivation Test Battery and its limitations
	Language Attitude Anxiety
	LAA as a bridge between causes and consequences
	Components of Language Attitude Anxiety
	Conclusion
5 Understanding the English language learner
	Introduction
	A ‘love–hate’ relationship
	Social and mental constructs
	Language acquisition stages of the English language learner
	Understanding power relations
	Language Attitude Anxiety as a projected element
	Conclusion
6 Fight fire with fire
	Introduction
	The remedy
	The need to build confidence
	Fight fire with fire: using the fear factor to eliminate fear
	The psychology of the approach
	Conclusion
7 Experimental course design and material
	Introduction
	The overarching theory and the sub-divisions of BICS, CUP and CALPS
	The Building Confidence to Speak English course
	Conclusion
8 Teaching methodology and the role of the teacher
	Introduction
	The psychology of the post-colonial South Asian language learner
	Cooperative Language Learning
	Grouping and groups
	The safe zone
	Potential challenges for teachers
	The process-oriented nature of the approach
	The necessity of teacher training and its components
	Conclusion
9 Assessment
	Introduction
	Group assessment – stage plays
	The silence is broken
	The criteria for assessment
	Conclusion
10 Course evaluation
	Introduction
	Course evaluation stages
	Questionnaires
	Sample questionnaire
	Interviews
	Journals and records
	Teacher observation by the course coordinator/designer
	Logistics
	Conclusion
11 Developing language attitudes as an academic discourse
	Introduction
	Need for developing language attitudes as an independent academic discipline
	Examining language attitudes
	The analysis of language attitudes
	Language attitudes and their effects
	Effects (Penalties) and their magnitude
	Remedial measures
	Significance
	Conclusion
12 Conclusions
	Introduction
	The study and its findings
	Upon reflection
	Conclusion
Appendix A
Appendix B
Appendix C
Appendix D
Index