Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Search Tips
Visiting Washington, D.C.
Personal Schedule
Sign In
X (Twitter)
In this poster, I examine how language-in-education reforms in contemporary India undermine first generation English learners’ literacy acquisition in the post-market reform context where historically marginalized groups have gained unprecedented access to English schooling (Nambissan, 2011; NCERT, 2006). Analyzing the provision of English pedagogy in state-funded and private schools in the southern Indian state of Kerala, I first trace emergent curricular emphases on conversational skills and orality, which is a radical departure from earlier emphases on academic proficiency and literacy skills. Then, I scrutinize the justifications and assumptions underlying this shift. On the one hand, the disciplinary affiliations of second language acquisition promote assumptions of the primacy of orality (Harklau, 2002; Kern & Schultz, 2005; Pennycook, 1994). On the other hand, conflations of “traditional” literacy instruction with “memorization” were used to justify the ascendance of orality-centered pedagogies. In effect, state produced curricular materials reified these configurations to transfer literacy instruction outside the formal delivery system of the state. Further, I detail how the institutionalization of orality-centered pedagogy and market dependent literacy instruction is as advantageous for internationally mobile elite Indians as it is disadvantageous for first generation and low-income English learners. Theoretically, I conceptualize “reforming” as a construct in marginality wherein “deviant” or “backward” groups are reformed to fit “universal” categories, which however entails the normalization of the cultural norms and agendas of dominant groups (Appadurai, 2013; Delpit, 1988; Kumaravadivelu, 2006; Li, 2007; Pennycook, 1989; Sreenivas, 2011; Tickoo, 1986).