ELT IN THE CONTEXT OF NEOCOLONIAL POWER RELATIONS: A MACRO-MICRO QUALITY FRAMEWORK FOR A POSTCOLONIAL CRITICAL PEDAGOGY

Mainstream ELT policies and practices arguably maintain an image of the English language that is superior to others, thus affecting the status of local, native languages and indirectly their cultures, as well as the pedagogy of English itself. This study, therefore, attempts to formulate a combined macro-micro quality framework comprising quality standards and characteristics for a Postcolonial Critical Pedagogy of the English Language (PCPEL) to resist this situation that has become normalised in the wake of globalisation. Although with particular reference to Bangladesh and Malaysia, the framework developed in this study is intended for application across postcolonial countries concerned with this problem of inequitable language conditions. In this regard, this thesis also aims to advance the cause of linguistic human rights.