Educating Supranational Citizens: The Incorporation of English Language Education into Curriculum Policies

This study investigates the cross-national institutionalization of English as a regular school subject over the past century and discusses how the rise of English as a global language in today's curricular policy models around the world reflects an expansive conception of supranational citizens...

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Published inAmerican journal of education Vol. 117; no. 2; pp. 183 - 209
Main Authors Cha, Yun-Kyung, Ham, Seung-Hwan
Format Journal Article
LanguageEnglish
Published University of Chicago Press 01.02.2011
Subjects
Citizenship
Comparative Education
Cross Cultural Studies
Educational History
Educational Principles
Empowerment
English (Second Language)
Global Approach
Language Role
Second Language Instruction
Second Language Learning
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Summary:This study investigates the cross-national institutionalization of English as a regular school subject over the past century and discusses how the rise of English as a global language in today's curricular policy models around the world reflects an expansive conception of supranational citizenship. Our extensive comparative and historical data suggest that substantive societal characteristics of individual countries have played fairly insignificant roles in the rapid diffusion of English language education, especially in the past half century. This result sheds light on the institutionalist perspective in which the worldwide spread of English language education is understood to reflect universalistic nation-state purposes and principles of education that emphasize the empowerment of the individual in global society. (Contains 18 notes, 5 tables, and 2 figures.)
ISSN:0195-6744
DOI:10.1086/657887