The objective of this paper is to problematize and rethink the multiple threads of reasoning that come together to shape and sustain the desirability of English language learning in Asian countries. Under the theoretical framework of critical and post-structural theories, this paper challenges the construction of the English language as the language that promises development and progress.
|Keywords:||English Language Learning, Curriculum and Instruction, Teaching and Learning, Critical Theories|
Teaching Fellow, Department of Early Childhood Education, The University of Wisconsin-Madison, USA
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