EDUCATIONAL LINGUISTICS AND IDEOLOGIES: POWER, PEDAGOGY AND POLICY IN ESL CLASS ROOMS

Abstract

The research is aimed to explore the intersection of educational linguistics and language ideologies in shaping power relations in pedagogical practices and language policies within ESL classrooms. It also explores how the implicit benefits of language such as perceived superiority of native speakers’ accent norms or marginalization of local variety affects teaching approaches, the design of curriculum, and learner identity formation. The study is based on qualitative research which takes insights from classroom observation, policy document analysis, and teachers’ interviews. The results highlight that classroom discourse is oriented on ideologies that is affected by certain backgrounds among students and teachers on various basis. Further, there are also power dynamics which influence the environment of classrooms. The data was taken through convenient sampling technique from 20 university teachers and 130 students who were enrolled in university programs. The study further reinforced that unexamined language ideologies often highlight language inequality which limit intercultural competence and critical awareness. Finally, the integration of critical educational linguistics will foster the inclusive pedagogies which promotes linguistic diversity and the learners’ autonomy of using English in global context.  The findings contribute in the current debate at the decolonization of English language teachings and highlight the need for the reformation of policy which will align sociolinguistic realities in multilingual contexts.