- Rani Rubdy has taught at the National Institute of Education at Nanyang Technological University and the National Uni... moreRani Rubdy has taught at the National Institute of Education at Nanyang Technological University and the National University of Singapore. She has published widely on World Englishes, Linguistic Landscapes and Language Policy.edit
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‘The functional equality of all languages’, according to Hymes (1985, p. v), ‘has been a tenet of the faith from the founders of structural linguistics to most practitioners of linguistics today’. This faith has been ‘the progressive... more
‘The functional equality of all languages’, according to Hymes (1985, p. v), ‘has been a tenet of the faith from the founders of structural linguistics to most practitioners of linguistics today’. This faith has been ‘the progressive force’ that has resulted in ‘the appreciation of the marvelous variety of forms taken by human linguistic creativity’ (p. v). This volume argues that it is the same faith in linguistic equality that has served as political and ideological anchor for much of the work on the development and spread of the English language around the world. It is ‘progressive’ in the sense that it has repudiated and unmasked practically all deep-seated beliefs about what constitutes the nature of English today. There is no one English, but many Englishes. No one has exclusive rights to the language; anyone who speaks it has the right to own it. The norms of use are multilingual norms and the strategies to teach English are also multilingual in nature. The English language is deeply embedded in the multilingual and multicultural lives of its speakers— so who are the native speakers of English today? To insist that those who can be called native speakers are only those who come from Inner Circle countries, especially the United States and the United Kingdom (where users of English are typically described as ‘native speakers’), is to disenfranchise the majority of English speakers today.
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To begin, we might ask, can there be real equality between languages, or their varieties, in a world in which language (and culture) is most undeniably human capital? Or is it just a fine but far-fetched Utopian fantasy? Referring to the... more
To begin, we might ask, can there be real equality between languages, or their varieties, in a world in which language (and culture) is most undeniably human capital? Or is it just a fine but far-fetched Utopian fantasy? Referring to the lingering allure of the concept of utopia that has driven a great many intellectual ventures in the past, Seargeant (2008) notes how the rhetoric of some of its pioneers for a ‘perfect language’ is still echoed occasionally by advocates of EIL (English as an international language). As, for example, Modiano (1999a) who, in envisaging a blueprint for a workable international English, comments: ‘Language, instead of creating barriers, or upholding systems of membership and exclusion, should promote cooperation and understanding between peoples from different walks of life’ (p. 27). Seargeant goes on to point out that although as a humanist manifesto this may be admirably democratic, ‘it rather overlooks the way in which language works as an index of difference, and operates by means of a dynamic which orders experience through the creation of hierarchies’ (p. 226, citing Bourdieu 1991). In other words, there is a no such thing as a neutral playing field where all languages enjoy equal status. Power is real.
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Abstract This article examines three critical issues relating to the role of culture in teaching English as an international language (EIL): Firstly, the way in which top-down processes of globalisation, accompanied by the widespread... more
Abstract This article examines three critical issues relating to the role of culture in teaching English as an international language (EIL): Firstly, the way in which top-down processes of globalisation, accompanied by the widespread desire for English in many former colonial countries, have in general fostered the negative effects of dominance, divisiveness and difference in world social relations, resulting in the suppression and devaluation of local forms of knowledge and practice. Secondly, the way in which shifts of ownership and authority to non-native speakers and their varieties of English in combination more recently with global cultural flows, have created the need for reconceiving English as a pluralised global language, informed by local norms, functions and practices, reflecting a fluid and multiple cultural base. Lastly, it explores the way in which an ecological approach to English language teaching, which is oriented to ‘globalisation from below’ (Appadurai, 2000; Canagarajah, 2005), and which opens up a dialogical relationship between the global and the local, might help speakers in ex-colonial settings to reclaim their local identity and voice and thus realise the potential of globalisation to construct more inclusive, democratic relationships. Cet article examine trois problèmes cruciaux relatifs au rôle de la culture dans l'apprentissage de l'anglais en tant que langue internationale. Premièrement, il examine comment le processus ‘top-down’ de mondialisation, accompagné du désir répandu pour l'anglais dans plusieurs anciennes colonies a, en general, encouragé les effets négatifs de dominance, de dissension et de différence dans les rapports sociaux dans le monde. Le résultat en est la suppression et la dévalorisation des formes et des pratiques locales. Deuxièmement, il examine comment les déplacements de propriété et d'autorité qui désormais incombent les interlocuteurs non-natifs et leurs variétés d'anglais, depuis peu en cumul avec le flux culturel mondial, ont crée le besoin de reconceptualiser l'anglais comme une langue mondiale plurale alimentée en des normes, fonctions et pratiques locales reflétant une base culturelle multiple et fluide. Dernièrement, il explore comment une approche écologique à l'apprentissage de la langue anglaise, orientée vers la mondialisation par en-dessous (Appadurai, 2000; Canagarajah, 2005), et qui ouvre un rapport dialogique entre le mondial et le local, pourrait aider les interlocuteurs qui se trouvent dans les situations ex-coloniaux, à récuperer leurs identité et voix locales et ainsi à réaliser le potentiel de mondialisation afin d’établlir des rapports plus inclusifs et démocratiques.
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... EFL courses for adults ... Only a thorough 'whilst-use' evaluation, and a rigorous longitudinal post-use evaluation, could reveal reliable evidence about the value ... Overall course criteria 1 Publishers' claims We... more
... EFL courses for adults ... Only a thorough 'whilst-use' evaluation, and a rigorous longitudinal post-use evaluation, could reveal reliable evidence about the value ... Overall course criteria 1 Publishers' claims We found that publishers seem to have become more descriptive and less ...
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This chapter analyses the changing status of a minority Indian language, Malayalam, in Singapore and the factors that contribute to the three phrases of language use: language maintenance (1900 -1960s), language shift (1970s – 1980s) and... more
This chapter analyses the changing status of a minority Indian language, Malayalam, in Singapore and the factors that contribute to the three phrases of language use: language maintenance (1900 -1960s), language shift (1970s – 1980s) and language revitalization (1990 – 2019). In doing so, it examines (a) the factors that led to a shift away from Malayalam in a community where the language had once thrived (b) how these can be mitigated to allow the language to thrive at a community level and (c) the factors that contribute to its survival in the face of the demands made by current sociopolitical and economic imperatives within Singapore’s framework of bi/multilingualism. The chapter draws on data collected from an autobiographic narrative lens to highlight the effects of changes in demographic factors (such as the changes in population) and domains of use as well as the types of the community-driven initiatives that have kept the language alive, whilst pointing out the need for greater institutional support, moving forward.
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The paper reports an informal study which used simple research techniques to sensitize a group of first year students at the National University of Singapore towards more productive patterns of classroom participation What started out as... more
The paper reports an informal study which used simple research techniques to sensitize a group of first year students at the National University of Singapore towards more productive patterns of classroom participation What started out as an innocent attempt at awareness-raising by involving the learners themselves in the observation and analysis of their classroom behaviour, soon took on the character of a collaborative investigatory enterprise in the spmt of Allwright's (1992) proposal for an "exploratory" teaching and learning approach - an approach which sets out to introduce a research perspective into classroom pedagogy.
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... English language ownership among Singaporean Malays: going beyond the NS/NNS dichotomy. WENDY D. BOKHORST-HENG 1 ,; LUBNA ALSAGOFF 2 ,; SANDRA MCKAY 3 ,; RANI RUBDY 4. Article first published online: 5 NOV 2007. DOI:... more
... English language ownership among Singaporean Malays: going beyond the NS/NNS dichotomy. WENDY D. BOKHORST-HENG 1 ,; LUBNA ALSAGOFF 2 ,; SANDRA MCKAY 3 ,; RANI RUBDY 4. Article first published online: 5 NOV 2007. DOI: 10.1111/j.1467-971X.2007.00521. ...
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This chapter examines the linguistic and semiotic resources and discourse practices deployed by one of India’s most well-known advertising campaigns, the Amul Butter Ads. It looks at representative samples of multilingual billboard... more
This chapter examines the linguistic and semiotic resources and discourse practices deployed by one of India’s most well-known advertising campaigns, the Amul Butter Ads. It looks at representative samples of multilingual billboard advertising with the aim of studying the dynamics of consumerist identity construction in relation to the English-knowing, middle-class Indian bilinguals they target. In particular, it explores the way such identities are constructed through processes of code-switching and the entextualization of mobile texts and semiotic cultural elements. It argues that by mobilizing Hindi-English code-mixing alongside devices such as puns and word play and other figurative language use, in conjunction with the entextualization of globally and locally available cultural material, these ads not only enhance product appeal and memorability through what Kachru (1985) calls the “bilinguals’ creativity”, they also help construct for their audience new subjective identities that are hybrid and dialogic, invoking Bakhtin’s (The dialogic imagination: four essays, University of Texas Press, Austin, 1981) notion of heteroglossia or “double-voicedness”.
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This book is anchored within current issues and debates in the field of linguistic landscape research (Backhaus, 2006; Gorter et al., 2012; Helot et al., 2012; Jaworski and Thurlow, 2010; Shohamy and Gorter, 2009; Shohamy et al., 2010)... more
This book is anchored within current issues and debates in the field of linguistic landscape research (Backhaus, 2006; Gorter et al., 2012; Helot et al., 2012; Jaworski and Thurlow, 2010; Shohamy and Gorter, 2009; Shohamy et al., 2010) and focuses on the dynamics of the linguistic landscape as a site of conflict, exclusion and dissent often arising from mechanisms of language policy, language politics, language hierarchies and the ethno-linguistic struggles engendered by them. In light of the increasing scholarly attention linguistic landscape research has been receiving at present, and its expansion into new areas of inquiry, it is our belief that the time is ripe for a book which tackles not only how linguistic landscape represents discursive and semiotic signage that is indexical of ethnolinguistic vitality (Landry and Bourhis, 1997), but also crucially, acts as a site of identity construction and representation (Ben Said and Shegar, 2013; Benwell and Stokoe, 2006; Curtin, 2009; Hanauer, 2010). The primary aim of the book is therefore to conceptualize the linguistic landscape as a site for the propagation and production of particular ideologies through textual/linguistic/semiotic artifacts (Lanza and Woldemariam, 2009; Sloboda, 2009), whereby languages are marginalized and concealed, but also sometimes used as a vehicle for social contestation, thus impacting in a number of ways the local readership, community, as well as ethnolinguistic vitality of sociolinguistic groups.
Research Interests: Sociology and Linguistics
... The alternative future envisioned is the ELT profession's possible progression from a dominant and deeply entrenched native-speaker ideology (Braine 1999; Brutt-Griffler and Samimy 2001; Davies 2003) to a more inclusive... more
... The alternative future envisioned is the ELT profession's possible progression from a dominant and deeply entrenched native-speaker ideology (Braine 1999; Brutt-Griffler and Samimy 2001; Davies 2003) to a more inclusive perspective that celebrates diversity. ...
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... Singapore has adopted an exonormative model for English, as for all its official languages − a conscious and deliberate decision in the interest of maintaininginternational intelligibility, mainly for global and economic reasons. ...
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This chapter analyses the changing status of a minority Indian language, Malayalam, in Singapore and the factors that contribute to the three phrases of language use: language maintenance (1900 -1960s), language shift (1970s – 1980s) and... more
This chapter analyses the changing status of a minority Indian language, Malayalam, in Singapore and the factors that contribute to the three phrases of language use: language maintenance (1900 -1960s), language shift (1970s – 1980s) and language revitalization (1990 – 2019). In doing so, it examines (a) the factors that led to a shift away from Malayalam in a community where the language had once thrived (b) how these can be mitigated to allow the language to thrive at a community level and (c) the factors that contribute to its survival in the face of the demands made by current sociopolitical and economic imperatives within Singapore’s framework of bi/multilingualism. The chapter draws on data collected from an autobiographic narrative lens to highlight the effects of changes in demographic factors (such as the changes in population) and domains of use as well as the types of the community-driven initiatives that have kept the language alive, whilst pointing out the need for greater institutional support, moving forward.
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‘The functional equality of all languages’, according to Hymes (1985, p. v), ‘has been a tenet of the faith from the founders of structural linguistics to most practitioners of linguistics today’. This faith has been ‘the progressive... more
‘The functional equality of all languages’, according to Hymes (1985, p. v), ‘has been a tenet of the faith from the founders of structural linguistics to most practitioners of linguistics today’. This faith has been ‘the progressive force’ that has resulted in ‘the appreciation of the marvelous variety of forms taken by human linguistic creativity’ (p. v). This volume argues that it is the same faith in linguistic equality that has served as political and ideological anchor for much of the work on the development and spread of the English language around the world. It is ‘progressive’ in the sense that it has repudiated and unmasked practically all deep-seated beliefs about what constitutes the nature of English today. There is no one English, but many Englishes. No one has exclusive rights to the language; anyone who speaks it has the right to own it. The norms of use are multilingual norms and the strategies to teach English are also multilingual in nature. The English language is deeply embedded in the multilingual and multicultural lives of its speakers— so who are the native speakers of English today? To insist that those who can be called native speakers are only those who come from Inner Circle countries, especially the United States and the United Kingdom (where users of English are typically described as ‘native speakers’), is to disenfranchise the majority of English speakers today.
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1. Conflict and Exclusion: Linguistic Landscape as an Arena of Contestation Rani Rubdy PART I: CONFLICT AND EXCLUSION 2. The Passive Exclusion of Irish in the Linguistic Landscape: A Nexus Analysis Jo Thistlethwaite and Mark Sebba 3.... more
1. Conflict and Exclusion: Linguistic Landscape as an Arena of Contestation Rani Rubdy PART I: CONFLICT AND EXCLUSION 2. The Passive Exclusion of Irish in the Linguistic Landscape: A Nexus Analysis Jo Thistlethwaite and Mark Sebba 3. Unseen Spanish in Small-town America: A Minority Language in the Linguistic Landscape Robert A. Troyer, Carmen Caceda and Patricia Gimenez Eguibar 4. Language Removal, Commodification and the Negotiation of Cultural Identity in Nagorno-Karabakh Sebastian Muth 5. Negotiating Differential Belonging Via the Linguistic Landscape of Taipei Melissa L. Curtin 6. Semiotic Landscape, Code Choice, and Exclusion Luanga A. Kasanga 7. Linguistic Landscape and Exclusion: An Examination of Language Representation in Disaster Signage in Japan Mei Shan Tan and Selim Ben Said 8. 'My Way of Speaking, Appearance, All of Myself has to Change': A Story of Inclusion and Exclusion in an Unequal Learning Space Ruanni Tupas 9. Mobilizing Affect in the Cyber-linguistic Landscape: The R-word Campaign Lionel Wee PART II: DISSENT AND PROTEST 10. Occupy Baltimore: A Linguistic Landscape Analysis of Participatory Social Contestation in an American City David I. Hanauer 11. Overcoming Erasure: Reappropriation of Space in the Linguistic Landscape of Mass-scale Protests Corinne A. Seals 12. Co-constructing Dissent in the Transient Linguistic Landscape: Multilingual Protest Signs of the Tunisian Revolution Sonia Shiri 13. A Linguistic Landscape Analysis of the Sociopolitical Demonstrations of Algiers: A Politicized Landscape Hayat Messekher 14. A Multimodal Analysis of the Graffiti Commemorating the 26/11 Mumbai Terror Attacks: Constructing Self-understandings of a Senseless Violence Rani Rubdy
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areas; but the one area in which they have had the least amount of success is that of bringing about improvement in the teaching of English. Thus, for example, they have succeeded in creating interest in theoretical linguistics and... more
areas; but the one area in which they have had the least amount of success is that of bringing about improvement in the teaching of English. Thus, for example, they have succeeded in creating interest in theoretical linguistics and enthusiasm for some variety of applied linguistics, in producing spirited votaries of non-native varieties of English, in creating interest in issues concerning language planning, and even in producing ardent advocates of the newest trends in language teaching methodology. But improvement in the teaching of English is the one area in which they have had very little success. In my opinion, the reason for this is the failure to recognise that success in INSET programmes is a function of their intrinsic relevance to the trainees who undergo them.
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This review highlights recent doctoral research in English language education and related areas completed between 2007 and 2010 in three countries in Southeast Asia: Singapore, Malaysia and the Philippines. Out of sixty dissertations... more
This review highlights recent doctoral research in English language education and related areas completed between 2007 and 2010 in three countries in Southeast Asia: Singapore, Malaysia and the Philippines. Out of sixty dissertations initially chosen from major universities in these countries, five from the Philippines, four from Malaysia and three from Singapore were selected for review, the selection being based mainly on their quality of work and representation of key areas of intellectual work in the field in these countries. This review shows how the shared postcolonial identities of these countries and their unique sociohistorical locations help explain the coalescing and diverging agendas and trajectories in English language education doctoral research in the region. Much of the work affirms the dominant intellectual position of the West as the producer of knowledge, so there is a need to reposition the intellectual stance of research in English language education in the regi...
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Much of curriculum innovation in English language teaching in the context of former colonial countries has been derivative rather than generative, imitative rather than self-initiated or self-regulatory. This trend is in part the result... more
Much of curriculum innovation in English language teaching in the context of former colonial countries has been derivative rather than generative, imitative rather than self-initiated or self-regulatory. This trend is in part the result of historical exigencies that made the importation of ELT approaches, methods, and techniques for classroom pedagogy from mainstream educational theory and practice in the core countries of the West a 'natural' and almost inevitable practical necessity. Such categorical espousal of mainstream western paradigms that fail to take into account existing pedagogical practices that are rooted in organic, homegrown traditions is unlikely to work and therefore may turn out to be of questionable relevance and value. Not surprisingly, then, attempts at energizing the ELT scenario with innovative curricula have not had much success—resulting frequently in what Holliday has aptly called "tissue rejection," owing to their incompatibility with th...
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Introduction 1. Rani Rubdy and Lubna Alsagoff: The Cultural Dynamics of Globalization: Problematizing Hybridity Part I: Interrogating the Canon 2. Christina Higgins: When Scapes Collide: Reterritorializing English in East Africa 3. Rani... more
Introduction 1. Rani Rubdy and Lubna Alsagoff: The Cultural Dynamics of Globalization: Problematizing Hybridity Part I: Interrogating the Canon 2. Christina Higgins: When Scapes Collide: Reterritorializing English in East Africa 3. Rani Rubdy: Hybridity in the Linguistic Landscape: Democratizing English in India 4. Beatriz P. Lorente and T. Ruanni F. Tupas: (Un)Emancipatory Hybridity: Selling English in an Unequal World 5. Emi Otsuji and Alastair Pennycook: Unremarkable Hybridities and Metrolingual Practices 6. Ofelia Garcia: Countering the Dual: Transglossia, Dynamic Bilingualism and Translanguaging in Education Part II: Hybridized Discourses of Identity in the Media 7. Rakesh Mohan Bhatt: Reading Gender in Indian English Newspapers: Global, Local, or Liminal? 8. Elizabeth Martin: Linguistic and Cultural Hybridity in French Web Advertising 9. Anjali Geri Roy: What's Punjabi Doing in an English Film? Bollywood's New Transnational Tribes 10. Jamie Shinhee Lee: Hybridizing Med...
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Introduction, Peter KW Tan (National University of Singapore, Singapore) and Rani Rudby (National Institute of Education, Nanyang Technological University, Singapore) 1. Dimensions of Globalization and Applied Linguistics, Paul Bruthiaux... more
Introduction, Peter KW Tan (National University of Singapore, Singapore) and Rani Rudby (National Institute of Education, Nanyang Technological University, Singapore) 1. Dimensions of Globalization and Applied Linguistics, Paul Bruthiaux (Nanyang Technological University, Singapore) 2. Linguistic Instrumentalism in Singapore, Lionel Wee (National University of Singapore, Singapore) 3. The Commodification of Malay: trading in futures, Lubna Alsagoff (National Institute of Education, Nanyang Technological University, Singapore) 4. Beyond Linguistic Instrumentalism: the place of Singlish in Singapore, Huan Hoon Chng (National University of Singapore, Singapore) 5. Linguistic Pragmatism and Globalization in Singaporean Chinese homes, Bee Chin Ng (Nanyang Technological University, Singapore) 6. Anatomies of Linguistic Commodification, T Ruanni F Tupas (National University of Singapore, Singapore) 7. A Commodified English Language? The view through the medium-of-instruction, Peter K W Tan...
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Introduction - Rani Rubdy and Mario Saraceni Part I: Conceptualising EIL 1. An interview with Tom McArthur Rani Rubdy and Mario Saraceni 2. Global intelligibility and local diversity: possibility or paradox? Jennifer Jenkins, King's... more
Introduction - Rani Rubdy and Mario Saraceni Part I: Conceptualising EIL 1. An interview with Tom McArthur Rani Rubdy and Mario Saraceni 2. Global intelligibility and local diversity: possibility or paradox? Jennifer Jenkins, King's College London 3. English as a lingua franca in the expanding circle: what it isn't Barbara Seidlhofer, Vienna University 4. Defining the 'successful bilingual speaker' of English Luke Prodromou, freelance teacher 5. Which model of English: Native-speaker, nativised or lingua franca? Andy Kirkpatrick, Curtin University of Technology, Perth, Australia. 6. World Englishes or English as a lingua franca? A view from the perspective of non-Anglo Englishes Peter Tan, Vincent Ooi and Andy Chiang, National University of Singapore. 7. Standard English in the World Anthea Fraser Gupta, University of Leeds. Part II: Pedagogical Implications of EIL 8. EIL curriculum development Sandra McKay, San Francisco State University 9. A multi-dimensional appro...
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This chapter analyses the changing status of a minority Indian language, Malayalam, in Singapore and the factors that contribute to the three phrases of language use: language maintenance (1900 -1960s), language shift (1970s – 1980s) and... more
This chapter analyses the changing status of a minority Indian language, Malayalam, in Singapore and the factors that contribute to the three phrases of language use: language maintenance (1900 -1960s), language shift (1970s – 1980s) and language revitalization (1990 – 2019). In doing so, it examines (a) the factors that led to a shift away from Malayalam in a community where the language had once thrived (b) how these can be mitigated to allow the language to thrive at a community level and (c) the factors that contribute to its survival in the face of the demands made by current sociopolitical and economic imperatives within Singapore’s framework of bi/multilingualism. The chapter draws on data collected from an autobiographic narrative lens to highlight the effects of changes in demographic factors (such as the changes in population) and domains of use as well as the types of the community-driven initiatives that have kept the language alive, whilst pointing out the need for grea...
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This paper presents a small-scale case study of commemorative street and place renaming patterns in Mumbai and New Delhi. Three distinct waves of such renamings are identified, driven by dramatic shifts in political and ideological... more
This paper presents a small-scale case study of commemorative street and place renaming patterns in Mumbai and New Delhi. Three distinct waves of such renamings are identified, driven by dramatic shifts in political and ideological orientation: the first signifies a break with India’s colonial past and the reclaiming of national pride and identity; the second is marked by the rise of the Shiv Sena, a radical right wing political party known for its strident form of identity politics; and the third reflects the resurgence of cultural nationalism and populism since 2014 with the coming to power of the Bharatiya Janata Party (BJP), intent on pursuing its Hindu nationalist agenda – with each wave undeniably transforming the cityscape.
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This contribution presents two case studies: Poznań in Poland and New Delhi in India, focusing on the media coverage surrounding the re-naming of one street in each location. We apply a uniform method – the Discourse Historical Approach –... more
This contribution presents two case studies: Poznań in Poland and New Delhi in India, focusing on the media coverage surrounding the re-naming of one street in each location. We apply a uniform method – the Discourse Historical Approach – to analyse newspaper articles, below-the-line comments and Internet forum discussions. As symbolic marking of the territory can be recruited for a political agenda going beyond memory politics, this article not only investigates the public controversy surrounding the (re-)naming of the cityscape, but also addresses the questions of how these debates link inter-discursively with other issues in contemporary politics, such as the independence of the judiciary in Poland and social justice in India.
English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL pedagogy for English language teaching practitioners around the world. Teaching English as an International Language captures this important... more
English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL pedagogy for English language teaching practitioners around the world. Teaching English as an International Language captures this important moment in the history of English language teaching. Readers will find an accessible introduction to the past, present, and future of EIL and an essential discussion about EIL pedagogy along with practical applications in methods and materials, culture and identity, and curriculum development. Reflective Break questions serve as guidelines for teachers' particular contexts, needs, and learners.