Do we make a difference? Gender and English language teaching in international development

Cambridge Scholars Publishing
Publication Type:
Making a Difference: Challenges in Applied Linguistics, 2009, 1, pp. 83 - 96
Issue Date:
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In recent years, gender has become an 'overarching principle' of Australia's overseas development aid program (AusAID 2007a, 4) and yet there has been little critical exploration of how this principle is realised in the practices of English language teachers working in international development. Focusing on the intersection of these three fields, language, gender and development, this chapter considers some of the ways in which teachers address issues of gender in a context that is not widely discussed in applied linguistics literature, but exemplifies key issues of concern for language and feminist pedagogies in the postcolonial `contact zone' (Pratt 1992). The chapter represents part of a larger research study (Appleby 2005) that sought to extend understandings of how English language teaching (ELT) fits into the world of international development, and how English language teaching in development is experienced through gender and race.
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