Transnational migration across different borders often necessitate immigrants learning different languages, values and customs of the receiving country for a ‘successful’ social and economic integration. Available evidence suggests that adult immigrants studying non-academic English as a second or other language (ESOL) worldwide is large and fast-growing. In this chapter, drawing on decolonial perspective, we explore the nuanced racio-linguistic ideologies and Eurocentric linguistic visions underpinning language of teaching adults. In line with Lalage Bown’s pioneering work in Adult Education broadly challenging educational institutions to rethink their curricular and pedagogical practices in such ways to include ‘other’ voices and ways of learning, we argue, for a teaching/learning approach that is culturally responsive to the diverse needs of adult English learners.
University of Glasgow, United Kingdom - ORCID: 0000-0003-2853-9641
University of Glasgow, United Kingdom - ORCID: 0000-0002-9167-6086
University of Glasgow, United Kingdom - ORCID: 0000-0003-1840-1294
Chapter Title
A Decolonial Perspective on Adult Immigrant English Language Training in the Global North
Authors
Abimbola Abodunrin, Jason Chan, Srabani Maitra
Language
English
DOI
10.36253/979-12-215-0253-4.16
Peer Reviewed
Publication Year
2023
Copyright Information
© 2023 Author(s)
Content License
Metadata License
Book Title
Adult Education and Social Justice: International Perspectives
Editors
Maria Slowey, Heribert Hinzen, Michael Omolewa, Michael Osborne
Peer Reviewed
Number of Pages
324
Publication Year
2023
Copyright Information
© 2023 Author(s)
Content License
Metadata License
Publisher Name
Firenze University Press
DOI
10.36253/979-12-215-0253-4
ISBN Print
979-12-215-0252-7
eISBN (pdf)
979-12-215-0253-4
eISBN (xml)
979-12-215-0254-1
Series Title
Studies on Adult Learning and Education
Series ISSN
2704-596X
Series E-ISSN
2704-5781