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dc.contributor.authorAbodunrin, Abimbola
dc.contributor.authorChan, Jason
dc.contributor.authorMaitra, Srabani
dc.date.accessioned2024-04-02T15:49:33Z
dc.date.available2024-04-02T15:49:33Z
dc.date.issued2023
dc.identifierONIX_20240402_9791221502534_174
dc.identifier.issn2704-5781
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/89205
dc.description.abstractTransnational 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.
dc.languageEnglish
dc.relation.ispartofseriesStudies on Adult Learning and Education
dc.subject.classificationthema EDItEUR::C Language and Linguistics::CF Linguistics
dc.subject.classificationthema EDItEUR::D Biography, Literature and Literary studies::DS Literature: history and criticism
dc.subject.otherAdult Education
dc.subject.otherDecolonisation
dc.subject.otherESOL
dc.subject.otherEnglish Language
dc.subject.otherImmigration
dc.titleChapter A Decolonial Perspective on Adult Immigrant English Language Training in the Global North
dc.typechapter
oapen.identifier.doi10.36253/979-12-215-0253-4.16
oapen.relation.isPublishedBybf65d21a-78e5-4ba2-983a-dbfa90962870
oapen.relation.isbn9791221502534
oapen.series.number17
oapen.pages14
oapen.place.publicationFlorence


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